10 Nickel Element Facts (Atomic Number 28 or Ni)

10 Nickel Element Facts (Atomic Number 28 or Ni) Nickel (Ni) is element number 28 on the  periodic table, with an atomic mass of  58.69. This metal is found in everyday life in stainless steel, magnets, coins, and batteries. Heres a collection of interesting facts about this important transition element: Nickel Facts Nickel is found in metallic meteorites, so it was used by ancient man. Artifacts dating as early as 5000 BC made from nickel-containing meteoritic metal have been found in Egyptian graves. However, nickel wasnt recognized as a new element until  Swedish mineralogist Axel Fredrik Cronstedt identified it in 1751 from a new mineral he received from a cobalt mine. He named it an abbreviated version of the word  Kupfernickel. Kupfernickel was the name of the mineral, which roughly translates as meaning goblins copper because copper miners said the ore acted as though it contained imps that prevented them from extracting copper. As it turned out, the reddish ore was nickel arsenide (NiAs), so its unsurprising copper was not extracted from it.Nickel is a hard, malleable, ductile metal. It is a shiny silver metal with a slight gold tinge that takes a high polish and resists corrosion. The element does oxidize, but the oxide layer prevents further activity via passivation  It is a fair conductor of electricity and heat. It has a high melting point (1453  ºC), readily forms alloys, may be deposited via electroplating, and is a useful catalyst. Its compounds are mainly green or blue. There are five isotopes in natural nickel, with another 23 isotopes with known half-lives. Nickel is one of three elements that are ferromagnetic at room temperature. The other two elements, iron and cobalt, are located near nickel on the periodic table. Nickel is less magnetic than iron or cobalt. Before rare earth magnets were known, Alnico magnets made from a nickel alloy were the strongest permanent magnets. Alnico magnets are unusual because they maintain magnetism even when they are heated red-hot.Nickel is the principal metal in Mu-metal, which has the unusual property of shielding magnetic fields. Mu-metal consists of approximately 80% nickel and 20% iron, with traces of molybdenum.The nickel alloy Nitinol exhibits shape memory. When this 1:1 nickel-titanium alloy is heated, bent into shape, and cooled it can be manipulated and will return to its shape.Nickel can be made in a supernova. Nickel observed in supernova 2007bi was the radioisotope nickel-56, which decayed into cobalt-56, which in turn decayed into iron-56.Nickel is the 5th most abundant element in the E arth, but only the 22nd most abundant element in the crust  (84 parts per million by weight). Scientists believe nickel is the second most abundant element in the earths core, after iron. This would make nickel 100 times more concentrated below the Earths crust than within it. The worlds largest nickel deposit is in Sudbury Basin, Ontario, Canada, which covers an area 37 miles long and 17 miles wide. Some experts believe the deposit was created by a meteorite strike. While nickel does occur free in nature, it is primarily found in the ores pentlandite, pyrrhotite, garnierite, millerite, and niccolite. Nickel and its compounds are carcinogenic. Breathing nickel compounds can cause nasal and lung cancer and chronic bronchitis. Although the element is common in jewelry, 10 to 20 percent of people are sensitive to it and develop dermatitis from wearing it. While humans dont use nickel for any known biochemical reactions, its essential for plants and occurs naturally in fruits, vegetables, and nuts.Most nickel is used to make corrosion-resistant alloys, including stainless steel (65%) and heat-resistant steel and non-ferrous alloys (20%). About 9% of nickel is used for plating. The other 6% is used for batteries, electronics, and coins. The element lends a greenish tint to glass. It is used as a catalyst to hydrogenate vegetable oil.The US five-cent coin called a nickel is actually more copper than nickel. The modern US nickel is 75% copper and only 25% nickel. The Canadian nickel is made primarily of steel. Nickel Element Fast Facts Element Name: Nickel Element Symbol: Ni Atomic Number: 28 Classification: D-block transition metal Appearance: Solid silver-colored metal Discovery: Axel Frederik Cronstedt (1751) Electron Configuration:  [Ar] 3d8  4s2  or  [Ar] 3d9  4s1

Preparing for a Tsunami - Tsunami Safety Guide

Preparing for a Tsunami - Tsunami Safety Guide What are tsunamis? Tsunamis are large ocean waves generated by major earthquakes beneath the ocean floor or major landslides into the ocean. Tsunamis caused by nearby earthquakes may reach the coast within minutes. When the waves enter shallow water, they may rise to several feet or, in rare cases, tens of feet, striking the coast with devastating force. People on the beach or in low coastal areas need to be aware that a tsunami could arrive within minutes after a severe earthquake. The tsunami danger period can continue for many hours after a major earthquake. Tsunamis also may be generated by very large earthquakes far away in other areas of the ocean. Waves caused by these earthquakes travel at hundreds of miles per hour, reaching the coast several hours after the earthquake. The International Tsunami Warning System monitors ocean waves after any Pacific earthquake with a magnitude greater than 6.5. If waves are detected, warnings are issued to local authorities who can order the evacuation of low-lying areas if necessary. Why prepare for tsunamis? All tsunamis are potentially, if rarely, dangerous. Twenty-four tsunamis have caused damage in the United States and its territories in the past 200 years. Since 1946, six tsunamis have killed more than 350 people and caused significant property damage in Hawaii, Alaska, and along the West Coast. Tsunamis have also occurred in Puerto Rico and the Virgin Islands. When a tsunami comes ashore, it can cause great loss of life and property damage. Tsunamis can travel upstream in coastal estuaries and rivers, with damaging waves extending farther inland than the immediate coast. A tsunami can occur during any season of the year and at any time, day or night. How can I protect myself from a tsunami? If you are in a coastal community and feel the shaking of a strong earthquake, you may have only minutes until a tsunami arrives. Do not wait for an official warning. Instead, let the strong shaking be your warning, and, after protecting yourself from falling objects, quickly move away from the water and to higher ground. If the surrounding area is flat, move inland. Once away from the water, listen to a local radio or television station or NOAA Weather Radio for information from the Tsunami Warning Centers about further action you should take. Even if you do not feel shaking, if you learn that an area has experienced a large earthquake that could send a tsunami in your direction, listen to a local radio or television station or NOAA Weather Radio for information from the Tsunami Warning Centers about action you should take. Depending on the location of the earthquake, you may have a number of hours in which to take appropriate action. What is the best source of information in a tsunami situation? As part of an international cooperative effort to save lives and protect property, the National Oceanic and Atmospheric Administration’s National Weather Service operates two tsunami warning centers: the West Coast/Alaska Tsunami Warning Center (WC/ATWC) in Palmer, Alaska, and the ​Pacific Tsunami Warning Center (PTWC) in Ewa Beach, Hawaii. The WC/ATWC serves as the regional Tsunami Warning Center for Alaska, British Columbia, Washington, Oregon, and California. The PTWC serves as the regional Tsunami Warning Center for Hawaii and as a national/international warning center for tsunamis that pose a Pacific-wide threat. Some areas, such as Hawaii, have Civil Defense Sirens. Turn on your radio or television to any station when the siren is sounded and listen for emergency information and instructions. Maps of tsunami-inundation areas and evacuation routes can be found in the front of local telephone books in the Disaster Preparedness Info section. Tsunami warnings are broadcast on local radio and television stations and on NOAA Weather Radio. NOAA Weather Radio is the prime alerting and critical information delivery system of the National Weather Service (NWS). NOAA Weather Radio broadcasts warnings, watches, forecasts, and other hazard information 24 hours a day on more than 650 stations in the 50 states, adjacent coastal waters, Puerto Rico, the U.S. Virgin Islands, and the U.S. Pacific territories. The NWS encourages people to buy a weather radio equipped with the Specific Area Message Encoder (SAME) feature. This feature automatically alerts you when important information is issued about tsunamis or weather-related hazards for your area. Information on NOAA Weather Radio is available from your local NWS office or online. Carry the radio with you when you go to the beach and keep fresh batteries in it. Tsunami Warning A Tsunami warning means a dangerous tsunami may have been generated and could be close to your area. Warnings are issued when an earthquake is detected that meets the location and magnitude criteria for the generation of a tsunami. The warning includes predicted tsunami arrival times at selected coastal communities within the geographic area defined by the maximum distance the tsunami could travel in a few hours. Tsunami Watch A Tsunami watch means a dangerous tsunami has not yet been verified but could exist and may be as little as an hour away. A watchÂâ€"issued along with a tsunami warningÂâ€"predicts additional tsunami arrival times for a geographic area defined by the distance the tsunami could travel in more than a few hours. The West Coast/Alaska Tsunami Warning Center and the Pacific Tsunami Warning Center issue watches and warnings to the media and to local, state, national, and international officials. NOAA Weather Radio broadcasts tsunami information directly to the public. Local officials are responsible for formulating, disseminating information about, and executing evacuation plans in case of a tsunami warning. What to Do When a Tsunami Watch Is Issued You should: Use a NOAA Weather Radio or stay tuned to a Coast Guard emergency frequency station, or a local radio or television station for updated emergency information. Most tsunami detection equipment is located at the coast. Seismic action may be the only advance warning before a tsunami approaches the coastline. Check your Disaster Supplies Kit. Some supplies may need to be replaced or restocked. Locate household members and review evacuation plans. Make sure everyone knows there are a potential threat and the best way to safer ground. If any members of your household have special evacuation needs (small children, elderly people, or people with disabilities) consider evacuating early. If time permits, secure unanchored objects around your home or business. Tsunami waves can sweep away loose objects. Securing these items or moving them inside will reduce potential loss or damage. Be ready to evacuate. Being prepared will help you to move more quickly if a tsunami warning is issued. Bring you r companion animals indoors and maintain direct control of them. Be sure that your pet disaster kit is ready to go in case you need to evacuate. Consider a precautionary evacuation of your animals, especially any large or numerous animals. Waiting until the last minute could be fatal for them and dangerous for you. Where possible, move livestock to higher ground. If you are using a horse or other trailer to evacuate your animals, move early rather than wait until it may be too late to maneuver a trailer through slow traffic. What to Do When a Tsunami Warning Is Issued You should: Use a NOAA Weather Radio or stay tuned to a Coast Guard emergency frequency station, or a local radio or television station for updated emergency information. Follow instructions issued by local authorities. Recommended evacuation routes may be different from the one you planned, or you may be advised to climb higher. Remember, authorities will issue a warning only if they believe there is a real threat from tsunami. If you hear an official tsunami warning or detect signs of a tsunami, evacuate at once. A tsunami warning is issued when authorities are certain that a tsunami threat exists, and there may be little time to get out. Take your Disaster Supplies Kit. Having supplies will make you more comfortable during the evacuation. Get to higher ground as far inland as possible. Officials cannot reliably predict either the height or local effects of tsunamis. Watching a tsunami from the beach or cliffs could put you in grave danger. If you can see the wave, you are too close to escape it. Return home only after local officials tell you it is safe. A tsunami is a series of waves that may continue for hours. Do not assume that after one wave the danger is over. The next wave may be larger than the first one. In several cases, people survived the first wave and returned to homes and businesses only to be trapped and killed by later, sometimes larger, waves in the series. If you evacuate, take your animals with you. If it is not safe for you, it is not safe for your animals. If you cannot escape a wave, climb onto a roof or up a tree, or grab a floating object and hang on until help arrives. Some people have survived tsunami waves by using these last-resort methods. What to Do if You Feel a Strong Coastal Earthquake If you feel an earthquake that lasts 20 seconds or longer when you are in a coastal area, you should: Drop, cover, and hold on. You should first protect yourself from the earthquake. When the shaking stops, gather members of your household and move quickly to higher ground away from the coast. A tsunami may be coming within minutes. Avoid downed power lines and stay away from buildings and bridges from which heavy objects might fall during an aftershock. Learn whether tsunamis have occurred in your area or could occur in your area by contacting your local emergency management office, state geological survey, National Weather Service (NWS) office, or American Red Cross chapter. Find out your areaÂ’s flooding elevation. If you are in an area at risk from tsunamis, you should: Find out if your home, school, workplace, or other frequently visited locations are in tsunami hazard areas. Know the height of your street above sea level and the distance of your street from the coast or other high-risk waters. Evacuation orders may be based on these numbers. Also find out the height above sea level and the distance from the coast of outbuildings that house animals, as well as pastures or corrals. Plan evacuation routes from your home, school, workplace, or any other place you could be where tsunamis present a risk. If possible, pick areas 100 feet (30 meters) above sea level or go as far as two miles (3 kilometers) inland, away from the coastline. If you cannot get this high or far, go as high or far as you can. Every foot inland or upward may make a difference. You should be able to reach your safe location on foot within 15 minutes. After a disaster, roads may become impassable or blocked. Be prepared to evacuate by foot if necessary. Footpaths normally lead uph ill and inland, while many roads parallel coastlines. Follow posted tsunami evacuation routes; these will lead to safety. Local emergency management officials can advise you on the best route to safety and likely shelter locations. If your childrenÂ’s school is in an identified inundation zone, find out what the school evacuation plan is. Find out if the plan requires you to pick your children up from school or from another location. Telephone lines during a tsunami watch or warning may be overloaded and routes to and from schools may be jammed. Practice your evacuation routes. Familiarity may save your life. Be able to follow your escape route at night and during inclement weather. Practicing your plan makes the appropriate response more of a reaction, requiring less thinking during an actual emergency situation. Use a NOAA Weather Radio or stay tuned to a local radio or television station to keep informed of local watches and warnings. Talk to your insurance agent. Homeowners policies do not cover flooding from a tsunami. Ask about the National Flood Insurance Program (NFIP). NFIP covers tsunami damage, but your community must participate in the program. Discuss tsunamis with your family. Everyone should k now what to do in a tsunami situation. Discussing tsunamis ahead of time will help reduce fear and save precious time in an emergency. Review flood safety and preparedness measures with your family. If you are visiting an area at risk from tsunamis, check with the hotel, motel, or campground operators for tsunami evacuation information and find out what the warning system is for tsunamis. It is important to know designated escape routes before a warning is issued. Fiction: Facts: Tsunamis normally have the appearance of a fast-rising and fast-receding flood. They can be similar to a tide cycle occurring over 10 to 60 minutes instead of 12 hours. Occasionally, tsunamis can form walls of water, known as tsunami bores, when the waves are high enough and the shoreline configuration is appropriate. Fiction: A tsunami is a single wave. Facts: A tsunami is a series of waves. Often the initial wave is not the largest. The largest wave may occur several hours after the initial activity starts at a coastal location. There may also be more than one series of tsunami waves if a very large earthquake triggers local landslides. In 1964, the town of Seward, Alaska, was devastated first by local tsunamis caused by submarine landslides resulting from the earthquake and then by the earthquakeÂ’s main tsunami. The local tsunamis began even as people were still experiencing the shaking. The main tsunami, triggered at the site of the earthquake, did not arrive for several hours. Fiction: Boats should move to the protection of a bay or harbor during a tsunami. Facts: Tsunamis are often most destructive in bays and harbors, not just because of the waves but because of the violent currents they generate in local waterways. Tsunamis are least destructive in deep, open ocean waters. Source: Talking About Disaster: Guide for Standard Messages. Produced by the National Disaster Education Coalition, Washington, D.C., 2004.

Japan and China after Second World War Essay Example | Topics and Well Written Essays - 500 words

Japan and China after Second World War - Essay Example Decades after the war, Japan remains struggling with their recovery. United States, with its self-vested interest, had helped it established its Self-Defense Force. With its continuous effort to revive, Japan's economy flourished resulting to a quick rise of the living standards, changes in society and the stabilization of the ruling position of the Liberal Democratic Party, but also in severe pollution. It's relation with the Soviet Union as well as China had normalized. But then, its economy was again shocked with the oil crisis on 1973 that had led it to developed long-term strategies for entering existing markets by shifting into high technology industry (Smith). China, when it was just about the route of progression, had endured devastation having blood shed and disgrace as their biggest injury under Japanese invaders. With the United States supporting them towards the war, providing their battle necessities from training to material support, they managed to defeat their aggressor. Despite the win, still the war had caused the country's exhaustion. As it tries to recover, further havoc had successively followed.

Compare Musical and Opera Essay Example | Topics and Well Written Essays - 1000 words

Compare Musical and Opera - Essay Example In comparing Musical and Opera, one can base the argument relating to their source, historical background, development and their evolution. However, this paper shall discuss the key features that compare Musicals from the Operas. In the present time, people fail to provide a clear distinction between the two, and instead define any form of entertainment performance with music as musicals, and some famous music singers confuse their musicals with Opera (http://www.aria-database.com/). Musical theaters currently referred, as ‘Musicals’ is a style used in theater, whereby the songs, dances, and oral dialogue integrate to narrate a story. In the contemporary world, a musical takes various forms as long as it aims at narrating a story. For that reason, musical could be a stage performance, a film/television presentation and it combines the modern and the known music styles and discourse in narrating the entire story (http://www.aria-database.com/). Opera is classified under a certain form of theater, in which a musical group and singers incorporates sheet music and â€Å"libretto† also known as the text in contemporary language to narrate a story. On the other hand, performance of musicals takes place in theatres. Presentation of musicals could be staged or televised. ... Another key difference between Musicals and operas is in terms of language used. While performing musicals, the audience understands the performance language. For instance, Musicals developed in England and America is performed in English regardless of whether the developer comes from non- English-speaking nations. Together with that, the singing, dancing, and dialogue follow the rules of the popular music, popular dance styles, and the modern dialogues. Musicals have three major characteristic; the brain, the heart and courage (Kagen, 1968). The Brain – in order to perform musicals, the developer should have required intelligence and necessary writing style. On the other hand, the heart calls for the genuine feeling while developing the story, and lastly, courage calls for one to have the ability, creativity, and boldness in presenting something. This is very different from an Opera, in that, there is comprehensive training of the singers, classical singers in this context, a nd they are required to memorize and present the song without making any translations (http://opera.stanford.edu/main.html). In addition, there are numerous well-known opera styles in different languages, for instance, the Italian Opera, the German Opera, Russian opera, French opera, and lastly English–language opera. The performance of each Opera takes a different style (http://opera.stanford.edu/main.html). Based on their production, musicals and Operas portray many differences. First, Opera upholds music as the livelihood of production, whilst musical depends on text written and the story narrated. In the modern time, the Operas are established on classical music. It relates the way one would visualize the Mozart’s classical music

Michael Faraday Essay Example for Free

Michael Faraday Essay Born September 22, 1791, he grew up in Newington Butts after his family had moved there from Yorkshire in order to try and make a living. His father, a blacksmith, fell ill and could not earn much money. This meant Michael left school at 13 and knew very little about maths, and almost nothing about science. When he went to work as a bookbinder he got his big chance. While binding books at the shop he would read the contents. Since scientists wrote their findings in books and discussed them, this was a great way to learn about science, and how the world works. Later, due to good luck he was working for a man by the name of Humphry Davy. Davy worked at the royal institution, doing demonstrations and lectures. Faraday belonged to a religious group called the sandemanians, which believed in a literal understanding of the bible. This meant he could not hoard or save money. When he married his wife he received financial help from the royal institution. Faraday offered many contributions to the world of science including electrolysis; generators, magnetic fields and electromagnetism, but his greatest contribution to the world would definitely be the electric motor. Faradays greatest discovery, the electric motor has affected greatly the world we live in and how we live in it. Faraday found that if you took a magnet it would rotate around a wire so long as the wire had current going through it. Through this experiment, Faraday had successfully performed the first conversion of electrical energy (in the wire) into mechanical energy (the moving magnet). He also found that if you fixed the magnet in place and let the wire move, the wire would rotate around the magnet. By studying these experiments, Faraday believed that when current is passed through a wire, a circular magnetic current circles the wire. This was the predecessor of the electric motor. Due to Faradays experiments we can use electric blenders, CD players and much much more. By discovering the circular fields around a wire induced with current, Faraday has greatly contributed to the world of physics. With further research of these circular currents around a wire, Faraday took an iron ring and wrapped a length of insulated wire around one side of it, and then wrapped a second length of insulated wire around the other side of the ring. He anticipated that if he passed a current through the first wire, it would establish a magnetic field in the ring, which would then induce current in the second insulated wire. When he first performed the experiment he believed it was a failure, as it appeared no current was induced in the second wire. But then he made an observation critical to the experiment. He observed that as he turned the current in the first wire on and off, current would be induced in the second wire. Instead of current in the first wire inducing current in the second, he realised that change in current of the first wire induced current in the second. To test his new theory, Faraday took a magnet and moved it in and out of a coil of wire. When the magnet was moving into the wire, the needle on the galvanometer would move one way. And when the magnet was moving out of the coil, the needle would move the opposite way. Next he set up a copper disc between two poles of a magnet. This time when the disc was spun a constant current would be induced. Faraday had created the first dynamo or electric generator. A device, which produces electrical energy from mechanical energy. Commonly used as bike-light generators. Faraday also enjoyed the science of chemistry. He did demonstrations at the royal institute where he would show demonstrations of pyrotechnics, big flashes, physical reactions, and chemical reactions, among other things. By combining his enjoyment of chemistry with his knowledge of physics, Faraday made some very important discoveries in electrolysis, which are still relevant today. Faraday revolutionised knowledge of electrolysis by introducing new words. He replaced the previously used pole with electrode to describe the object dangled into a solution. He described anode as the electrode where negatively charged gases attract, cathode as the electrode, which attracts positively charged chemicals, electrolyte as anything released at either electrode, anions as electrolytes that collect at the anode, and cations as electrolytes that are drawn to the cathode. All these terms are commonly used in electrolysis today, a real test of how good a word is, is the test of time. Probably one of Faradays most famous inventions is the miners safety lamp. During the early 1800s there was a large demand for coal, mine shafts were being used more. This posed a threat as methane collected in the mins. And because the mines were underground the miners had to have lamps. The threat came when the lamps lit the methane, which would light up the whole shaft. Humphry Davy and Michael Faraday, who was working for him at the time, solved this problem with the safety lamps. The safety lamps comprised of a long metal mesh cylinder with a solid, hollow base and a hook at the top, some had lenses to focus the dim light. They were different to normal mining lamps because they did not light the methane the mines produced. This was a safer option for the minors and within a short while they were being used in many mine shafts. Michael Faraday probably wouldnt have been able to imaging how greatly his inventions and discoveries have affected the world. Without Faradays research on magnetic fields we would not have use of the electric motor. Without his simple generator we would not have the use of dynamos or generators. And without his induction ring we would not be able to use transformers. The first person to properly harness the power of magnetic fields. From humble beginnings, with no proper maths or science tutoring, Michael Faraday, by perseverance, made his way up in the world to become one of the most influential people of all time. Without doubt, Michael Faraday was a great man. Died august 25, 1867; Michael Faraday had left the world leaving a great contribution behind him. Note: Michael Faraday was an interesting individual as well as a great scientist. To learn more about his life and particularly his scientific work the reader is encouraged to investigate in depth any of the books listed below. Each while similar, gives a different view of the person, Michael Faraday. ? Agassi, Joseph, Faraday as a Natural Philosopher, Univ. of Chicago Press, Chicago, 1970.?Crookes, (Editor) A Course of Six Lectures on the Chemical History of a Candle: To which is Added a Lecture on Platinum by Michael Faraday, Chicago News Review 1988. ? Gooding, James (editors), Faraday Rediscovered, Stockton Press, London ,1985. ? Jones, Bence, The Life and Letters of Faraday(2 Volumes) Longmans, Green, London, 1870. ? Randell, Wilfrid L. ,Michael Faraday, Parsons, London, 1924. ? Tyndall, J. , Faraday as a Discoverer(4th Edition), Longmans, Green, London 1868. ? Williams, Pearce L. , The Origins of Field Theory, Random House, New York, 1966. ? Williams,Pearce L. , Michael Faraday, Basic Books, New York, 1967.

Minority Mental Illness Essay -- essays research papers

Mental health is essential to overall health as well as efficiency. It is the foundation for thriving contributions to family, district, and culture. All through the lifespan, mental health is the source of thoughts and communication skills, knowledge, pliability, and self-esteem. It is all too easy to dismiss the worth of mental health until troubles emerges (Brager, G. & Holloway, S., 1978). Mental health troubles and illnesses are factual and disabling conditions that are experienced by one in five Americans. Those who do not get treatment, mental illnesses can consequence in disability and desolation for families, schools, societies, and the workplace. The mainly important aspect of minorities’ health and wellness is the one that gets the slightest concentration ‘mental health’. Many minorities have to contract with numerous stressful issues at once (Hagedorn, 1977). For instance, current immigrants have to settle in to a new country, learn a new language, look for a good and secure job, afford proper residence for their family, and may also miss their relatives, and friends in their motherland of origin. Further, young minorities have to compact with finding their own ethnic uniqueness and how they fit into their specific racial community. Moreover, all minority communities frequently have to compact with the gloomy and often agonizing realities of what it means to be minority community and a person of color in American society and the chauvinism, inequity, and racism that on occasion goes along with it. Cultural and social features contribute to the causation of mental illness, yet that involvement varies by disorder. Though, Cultures diverge with esteem to the significance they instruct to mental illness, their approach of making sense of the prejudiced experience of illness and distress (Hagedorn, 1977). The implication of an illness refers to entrenched outlooks and beliefs a culture holds concerning whether an illness is actual or probable, whether it is of the body or the mind, whether it deserves understanding, how much disgrace surrounds it, what might ground it, and what kind of person might yield to it. Cultural significance of mental illness have real consequences in terms of whether people are aggravated to look for treatment, how they deal with their indications, how helpful their relatives and communities are, where they search for ... ...ficantly on verbal communication between patient and clinician concerning symptoms, their temperament, strength, and collision on functioning. While lots of mental health professionals endeavor to deliver treatment that is receptive to the culture of the patient, problems can take place. (Anthony, Kennard, O'Brien, Forbes, R. 1986). Physicians must be alert to the prospect of overlooking mental health disorders along with their minority patients. The consequences suggest also the requirement for strategies to look up the discovery of such problems in certain patient populations, mainly African Americans, and Hispanics. References Anthony, W. A., Kennard, W. A., O'Brien, W. F. & Forbes, R. (1986). Psychiatric rehabilitation: Past myths and current realities. 2. Brager, G. & Holloway, S. (1978). Changing Human services organizations: Politics and practice. New York: Free Press. 3. Hagedorn, H. (1977). A manual on state mental health planning (DHHS Publication. Washington, DC: U. S. Government Printing Office. 4. Hasenfeld, Y. (1983). Human service organizations. Englewood Cliffs, NJ: Prentice-Hall. 5. Levitt, T. (1988). Command and consent Harvard Business Review

NEP: The Art and Science of Purchasing Coali

National Electric Power is a multinational energy company with a variety of energy assets. NEP is headquartered in Columbus, Ohio, and has a service area of approximately 197,500 square miles in Arkansas, Indiana, Kentucky, Louisiana, Michigan, Ohio, Oklahoma, Tennessee, Texas, Virginia, and West Virginia. In 2001, NEP had revenues of $61.3 billion and carried $47 billion in assets, making them the largest electricity generator in the United States. Deon Houston, vice president for the National Electric Power (NEP) Commodity Trading Division, was in the process of producing her annual sourcing report for the company’s three-year plan. While NEP seems to have had success using the competitive bidding process, reverse auctions may be the wave of the future. Mrs. Houston was wondering if the reverse auction sourcing approach would work for purchasing the company’s coal requirements.Questions1. As purchasing manager for NEP, what is your evaluation of the various alternativ es open to Deon for the purchase of coal?2. As the purchasing manager for NEP, what recommendations would you make to Deon regarding the purchase of coal?3. What unique internal costs might be incurred when outsourcing? What can be done to minimize them? What should NOT be done to minimize them?4. Comment on this quote (in detail! With examples!): the power of a supply chain member [is] the ability to control the decision variables in the supply strategy of another member in a given chain at a different level of the supply chain. It should be different from the influenced member’s original level of control over their own supply strategy.5. Discuss the pros and cons of the major supplier evaluation processes. What would lead you to choose one of them (what situational characteristics)?

Continuing Personal Development Essay

For years, the only way to format HTML in a visually appealing way was to use tables. As the web evolved, designers wanted to do more than just display text, they wanted to emulate printed documents. This was done through CSS or cascading style sheets. With this, designers are able to separate content from presentation, and gain more precise control over layout. Cascading Style Sheets, or CSS, allow you to modify properties of existing HTML elements. With style sheets you have increased flexibility and the capability to add several attributes that are not available with normal HTML. The word â€Å"cascading† applies to a hierarchy of importance in that the user has the highest level of control. By applying a user-selected style sheet, the user has complete control over the styles of the web page. This is an accessibility benefit. People can view web pages in any browser that they choose, and they can manipulate it as much as they like. Using CSS to your advantage One of the primary benefits of CSS is that it allows authors to separate content from its presentation. The content can be presented with any combination of styles, but the content itself will remain unchanged. With style sheets, you have greater control over layout than you do with tables. You can change the linear layout of a page without altering its visual layout. Linear layout refers to the order of elements in a web page when all styles and formatting are removed. One of the nice things about style sheets is that you don’t have to alter the visual formatting of a web page when you alter the linearized reading order. This can be useful when you want to make sure that screen reader users access the page content in a certain order. CSS Pitfalls It is sometimes tempting to take advantage of the wide-ranging capabilities of CSS to convey meaning. This is one of the most dangerous pitfalls of CSS-based design. For example, different colors of text could be used to separate certain words into different categories. In a sense, this sort of visual categorization technique provides visual cues that are helpful to readers. Not everyone has full visual capabilities though. Individuals with low vision, blindness, or color blindness or those that use old browsers and monochrome devices may or may not be able to make sense of the information if it is presented this way. This is the same with the use of meaningful background images. Since background images cannot have alternative text explicitly associated with them, there is potential for abuse, or at least negligence, in terms of ensuring accessibility. Some of the strengths of style sheets are also weaknesses. For example, the ability to change the linearized reading order of your content without changing the visual layout can lead to some wonderful accessibility solutions, but it can also create a huge mess. Even though it is possible to present the content to screen reader users in any conceivable order, most of the times, the more experimental design, the more likely it will confuse users. It is interesting to note that when you use CSS, you have to accept the fact that your content will not look right in some browsers. Some may not even support CSS at all. (Creating accessible CSS. Web Accessibility in Mind. ) Reaction The article from WebAIM is a good head start to learn more about CSS. It presents an overview of Cascading Style Sheets to help the readers get a grasp of how it was created and how it evolved as an answer to a changing need to have more flexibility in HTML. It provides a detailed yet highly comprehensible approach to CSS; the basics of it and the certain issues it entails. CSS is indeed a creative way to enhance our ability to manipulate web pages and relay information over the internet. WebAIM also presents the advantages and disadvantages of CSS in a concise manner. CSS has gained popularity because of its many advantages. The article emphasizes the value of how you can separate the content from presentation. In a time when both content and presentation are important in order to effectively communicate the message to the viewers, it is especially important that a demarcation between the two be made. Being able to change one while not sacrificing the other, is a good attribute that CSS has brought to HTML. CSS improves the ease of changing tags and styles while also being efficient with its process. However, useful as it is, CSS has also some disadvantages. The rather lenient way of manipulating styles may also be subject to abuse. More confusion can be made if improper and abusive use of style variation is done. Careful thought must be ensured when creating web pages so as to convey messages clearly and effectively. Like in any other fallible structures, it is important to be cautious of any mistakes that might be done, paying closer attention to detail and the efficiency of the method or style used. Moreover, one must understand that although browser support issues are inevitable, there are some strategies to manage this. Bibliography â€Å"Creating accessible CSS. † Web Accessibility in Mind.

Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples The WritePass Journal

Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples Introduction Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples ). Education is conflicted since there is pressure to see it as a preparation for the real world of work and the child-centred pedagogy appears to be abandoned in both national and international policy (Moseley 2007). Locke made it clear that children were not to be indulged or spoilt by their parents and he preferred praise and encouragement to punishment.   Locke believed children should not be spoken to harshly, lectured or chastised, but felt that children should be listened to and engaged with. Physical punishment was only a last resort and should never be carried out in anger, but measured and controlled, (Moseley, 2007). States schools in England abolished corporal punishment in 1987 responding to new constructions of childhood which saw corporal punishment as cruel and inhumane and children as vulnerable and in need of guidance and protection. Locke wanted children to become virtuous and to override their negative urges and internalise self-discipline, through the right amount of praise and example, especially public praise. However, there has been some criticism of Lockes highly conditioned child since Locke encouraged the love of reputation, for control purposes (Ryan, 2008, p. 569).   Ryan argues that this love of reputation was also encouraged with a obedience to a politically correct world. Ryan (2008, p.569 cites Locke, 1963) and argues that there are many examples where Locke explains how to avoid the exercise of the masters brute force and make the desired habits â€Å"natural in them† without the child perceiving you have any hand in it. Lockes ideas on esteem and disgrace, public praise and private admonitions, were also seen by Ryan as another example of punishments and rewards. Ryan (2008, p. 569) acknowledges however, that Lockes conditioned child helped to encourage a new construction of a more authentic, political and developmental child, for the future. Locke promoted the idea of virtue in children meaning to have the powers of rational thought and to defer gratification. Locke also suggested that unruly children should be cultivated rather than curbed. The Department of Educations advice to modern day head teachers (2014) reminds us that discipline is still a priority in schools with head teachers responsible for promoting good behaviour, self-discipline and respect.   Locke argued that learning should be appropriate to a childs stage of development and consideration had to be given for a childs immaturity when they behaved inappropriately.   The work of Jean Piagets stage theory confirmed the idea of developmentally appropriate education for children in schools, with materials and instruction appropriate for pupils in terms of both their physical and cognitive skills (Eyesenk and Flanagan 2001). However, Lockes idea that learning should be tailored to each childs needs is virtually impossible in schools today with rising class sizes, increasing discipline problems, special needs requirements, language differences and mixed abilities. Locke preferred wherever possible for children to be home tutored. However, research shows that young people in Britain in the 21st Century are some of the least confident and unhappiest in the developed world (Blundell 2012).   In 2008 the policy think tank Compass reported that childhood was being excessively commercialised and children were the target of aggressive marketing which included both gadgetry as well as brand names (Blundell 2012).   Palmer (2006) argues that childhood is under pressure from the marketing and promotion of consumption as the root of happiness and opportunities for play are becoming increasingly limited.   Recreation time has now been replaced with adult organised play and sport, homework and exams. The Childrens Society (2009) discovered that childrens lives were being negatively affected by fears for their safety. They were also given unrealisable materialistic desires and goals as a result of the pressures of the consumerist culture. This is contrary to what Locke believed about free play and learning without fe ar (Moseley, 2007, p. 36). The discourses on childhood reflect a deeply dualistic and contradictory way of thinking with childhood   seen both as important in itself and at the same time as a preparation for adulthood, (Jones, 2009).   Children can be seen as both vulnerable and in need of protection, but also seen as capable and competent.   Jones, (2009) writes it is these dualistic, ways of viewing children, that contribute to their silence and invisibility. Jenks (2005) adds to this discourse by describing this dualism in terms of both chaotic and disorderly (Dionysian) and   sweetness and light, (Apollonian). Stainton-Rogers (2011) writes about an unequal relationship between the child and adult and argues that we treat children like they are another species as object to be studied rather than as people. At the heart of the UNCRC however, there is a rather different approach to childhood and one which now recognises childrens rights, (Gittins 2005). Children are seen as active agents and engaged participants in their lives. Children all over the world are now involved in the digital world of mobile phones, social media, interactive games, social networking and blogging and this has had significant influence on childhood, their play experience and their literacy. Waller (2012) argues that children are now actively involved in co-constructing their own lives, culture and activities, in their own time and space. Emerging is an acceptance that there are multiple and diverse childhoods in the globalist world we now live in (Waller 2012).   The emphasis is on participatory rights for children   which challenges the way we carry out child research and the ways we study children, as well as approaches to teaching. A modern view of children therefore acknowledges agency and childrens capa city to both understand and act upon their world   (Waller, 2012 p.8). Although this may seem far removed from Lockes construction of childhood as a time for parental guidance, example, protection, supervision, discipline, control and virtuosity, many of his ideas have laid the foundation for children to be viewed in a more humane and enlightened way and has led to contemporary discourses on childhood.   Bibliography Blundell, D. (2012) Education and Constructions of Childhood.   London: Continuum International Publishing Group. Buckingham, D. (2000) After the death of childhood: growing up in the age of electronic media; Cambridge: Polity Press. Children’s Society (2009) A Good Childhood. London: Penguin. Compass (2008)   The Commercialisation of Childhood, London: Compass. Dahlberg, G., Moss, P. and Pence, A.(2007) Beyond Quality in Early Childhood Education and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Care:    Postmodern Perspectives, 2nd ed. London and New York: Routledge Falmer. Department of Education (2014) Behaviour and Discipline in Schools:   Advice for Headteachers and School Staff. Available at https://www.education.gov.uk. [Accessed 18/12/2014]. Eysenck, M. W. Flanagan, C. (2001) Psychology.   Sussex, UK: Psychology Press Ltd. Gianoutsos, J. (2006) Locke and Rousseau: Early Childhood Education. The Pulse (Vol 4, p. 1-23).     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Available at baylor.edu/content/services/document.php?id=37670.   [Accessed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   16.12.2014]. Gittins, D. (2009) The Historical Construction of Childhood in Kehily, M.J. (ed) An Introduction to Childhood Studies. Buckingham: Open University Press. James, A. and Prout, A. (1997) Constructing and Reconstructing Childhood: contemporary issues in the sociological study of childhood. London: Routledge. Jenks, C. (2005) Childhood. 2nd Ed. London: Routledge. Jones, P. (2009) Rethinking Childhood: Attitudes in Contemporary Society. London: Continuum   Ã‚  Ã‚  Ã‚  Ã‚   International Publishing Group. McDowall-Clark, R. (2010) Childhood in Society in Early Childhood Studies. Exeter: Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Matters Ltd. Moseley, A. (2007) John Locke.   London: Bloomsbury Publishing. Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children. London:   Ã‚  Ã‚   Orion Books Ltd. Penn, H. (2008) Understanding Early Childhood: Issues and Controversies. 2nd ed. UK: Open   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   University Press. Ryan, P. J.   (2008) How New Is the â€Å"New† Social Study of Childhood? The Myth of a Paradigm   Ã‚  Ã‚  Ã‚   Shift.   Journal of Interdisciplinary History, xxxviii (4), p. 553–576. The Plowden Report (1967) A Report of the Central Advisory Council for England. Available @   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   educationengland.org.uk/documents/plowden/plowden1967-1.html.   Accessed   Ã‚   18/12/2014. Waller, T. (2012) Modern Childhood: Contemporary Theories and Childrens Lives in C. Cable., L. Miller., and G. Goodliff, Working with Children in the Early Years. 2nd Ed.   NY: Routledge. UNICEF (2012) A Summary of the United Nations Convention of the Rights of Children. Available at   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   https://www.unicef.org.uk/Documents/Publication-pdfs/betterlifeleaflet2012_press.pdf.     Ã‚  Ã‚  Ã‚  Ã‚   [Accessed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   18/12/2014].

Alexander von Humboldt - Founder of Modern Geography

Alexander von Humboldt - Founder of Modern Geography Charles Darwin described him as the greatest scientific traveler who ever lived. He is widely respected as one of the founders of modern geography. Alexander von Humboldts travels, experiments, and knowledge transformed western science in the nineteenth century. Early Life Alexander von Humboldt was born in Berlin, Germany in 1769. His father, who was an army officer, died when he was nine years old so he and his older brother Wilhelm were raised by their cold and distant mother. Tutors provided their early education which was grounded in languages and mathematics. Once he was old enough, Alexander began to study at the Freiberg Academy of Mines under the famous geologist A.G. Werner. Von Humboldt met George Forester, Captain James Cooks scientific illustrator from his second voyage, and they hiked around Europe. In 1792, at the age of 22, von Humboldt began a job as a government mines inspector in Franconia, Prussia. When he was 27, Alexanders mother died, leaving him as substantial income from the estate. The following year, he left government service and began to plan travels with Aime Bonpland, a botanist. The pair went to Madrid and obtained special permission and passports from King Charles II to explore South America. Once they arrived in South America, Alexander von Humboldt and Bonpland studied the flora, fauna, and topography of the continent. In 1800 von Humboldt mapped over 1700 miles of the Orinco River. This was followed by a trip to the Andes and a climb of Mt. Chimborazo (in modern Ecuador), then believed to be the tallest mountain in the world. They didnt make it to the top due to a wall-like cliff but they did climb to over 18,000 feet in elevation. While on the west coast of South America, von Humboldt measured and discovered the Peruvian Current, which, over the objections of von Humboldt himself, is also known as the Humboldt Current. In 1803 they explored Mexico. Alexander von Humboldt was offered a position in the Mexican cabinet but he refused. Travels to America and Europe The pair were persuaded to visit Washington, D.C. by an American counselor and they did so. They stayed in Washington for three weeks and von Humboldt had many meetings with Thomas Jefferson and the two became good friends. Von Humboldt sailed to Paris in 1804 and wrote thirty volumes about his field studies. During his expeditions in the Americas and Europe, he recorded and reported on magnetic declination. He stayed in France for 23 years and met with many other intellectuals on a regular basis. Von Humboldts fortunes were ultimately exhausted because of his travels and self-publishing of his reports. In 1827, he returned to Berlin where he obtained a steady income by becoming the King of Prussias advisor. Von Humboldt was later invited to Russia by the tsar and after exploring the nation and describing discoveries such as permafrost, he recommended that Russia establish weather observatories across the country. The stations were established in 1835 and von Humboldt was able to use the data to develop the principle of continentality, that the interiors of continents have more extreme climates due to a lack of moderating influence from the ocean. He also developed the first isotherm map, containing lines of equal average temperatures. From 1827 to 1828, Alexander von Humboldt gave public lectures in Berlin. The lectures were so popular that new assembly halls had to be found due to the demand. As von Humboldt got older, he decided to write everything known about the earth. He called his work Kosmos and the first volume was published in 1845, when he was 76 years old. Kosmos was well written and well received. The first volume, a general overview of the universe, sold out in two months and was promptly translated into many languages. Other volumes focused on such topics as humans effort to describe the earth, astronomy, and earth and human interaction. Humboldt died in 1859 and the fifth and final volume was published in 1862, based on his notes for the work. Once von Humboldt died, no individual scholar could hope any longer to master the worlds knowledge about the earth. (Geoffrey J. Martin, and Preston E. James. All Possible Worlds: A History of Geographical Ideas., page 131). Von Humboldt was the last true master but one of the first to bring geography to the world.

Healthcare marketing the five Ps of healthcare marketing Assignment

Healthcare marketing the five Ps of healthcare marketing - Assignment Example Reading through the case, the most important strategic issue that CMC can be associated with is how to competitively win insurance holders from all walks of economic background to using its services. As it is now, the whole area of Fresno is noted to hardly embrace managed care and so there should be a strategy to making customers embrace this. With the strategic issue noted, it is expected that there would have been a strategic marketing plan that was designed to directly address the issue. This is because strategic marketing plans are useful only when they come to solve identified marketing problems (Good, 2008). specifically, the marketing plan should have made use of the focus strategic option to identify specific demographics whose managed care needs will be addressed directly. With the proposed strategic marketing plan and the outcome of the report, some of the foremost issues that should have gone ahead of positioning and promotion of CMC should have been the need for research and development (R&D) to understand the market, and also market feasibility to know the right marketing mix that works for this market. Elements of valid marketing plan that can be used include product or service, promotion, price, people, and purpose. These would help CMC to better position itself in a way that directly addresses the most salient needs it is faced with on the