US history from 1865-1900 Essay Example for Free

US history from 1865-1900 Essay Most Americans thought the war would not last long. Southerners thought that just one victory on the battlefield would force the Union to see that they were a separate nation now. Northerners believed that one victory would convince the Confederate states to return to the Union. Northerners thought their victory would come easily. They had many advantages over the South. Besides, the north already had a government and an army, while the South had to start their own government and army in 1861. The South, however, had hidden advantages. (Tindall, 1984). For example, many of the best officers in the U.S. Army came from the South. When the war began, many of these officers joined the rebels. These Southerners knew that the North would have to invade the South to fight the war. Soldiers tend to fight harder when they defend their own homes. Fighting on home territory thus gave the South an advantage over the North. By the end of 1865, the Union was also entirely slave-free (Bailey). Upon Lincoln’s assassination in April 1865, the powers of his office fell upon Andrew Johnson of Tennessee. In many ways, Johnson’s life story was similar to that of Lincoln. He was self-educated and worked his way up through the political ranks and before the war he had reached the position of United States senator from Tennessee. Johnson had remained loyal to the Union when Tennessee seceded. Throughout his career, Andrew Johnson had performed his political tasks well. He had demonstrated integrity, sincerity and courage. Having risen from poverty himself, he was respected by many poor Southerners. Unfortunately, President Johnson did not have the strong leadership qualities of his predecessor (Bancroft, 1956). Â  Southern states adopted constitutions that complied with congressional stipulations and ratified the fourteenth amendment. Most of the Southern states were readmitted to the Union in 1868, although federal troops were kept in the South for nearly a decade thereafter. In order to further protect the voting rights of freedmen, Congress proposed the fifteenth amendment to the Constitution. The last several Southern states to be readmitted to the Union were required to ratify the fifteenth amendment as well as the fourteenth. Much of America’s steel business soon came under the control of a young entrepreneur named Andrew Carnegie. His venture into the building of iron bridges soon led him into the manufacture of iron. When he was convinced that the Bessemer process was the wave of the future, he entered the steel business. By early 1880s, he had joined forces with Henry C. Frick, and their company was the leading producer of iron and steel in the United States. Because so many changes took place in the South after the Civil War, it is often referred to as the New South. Agriculture became more diversified. Cotton remained the chief crop, but tenant farmers began to grow a wide variety of other crops as well. Other endeavors besides agriculture also became increasingly important in the southern economy. Industry was to play an important role in the development of the New South. The South had the ingredients necessary for several important types of industry. It had good sources of waterpower. It has the capability of producing important raw materials such as cotton, tobacco, lumber, coal, oil and iron ore, It also had a large labor force willing to work for relatively low wages (Brinkley, 1993).

Group Norm Development and Leasership Essay -- Personality and leaders

Group Formation and Structure Group Development Norm Development Group communication networks Leadership Personality qualities relevant to leadership Task vs. Relationship Leadership Leadership Styles The purpose of this paper is to critically evaluate the members of group 1 (The Fantastics) in terms of behavior by looking at personal experience and connecting them to academic research and theory. The Fantastics consist of five members: team member A, 24-year-old female student in human resources Studies, team member B, 24-year-old male in psychology studies, team member C, 21-year-old female in psychology studies, team member D, 25-year-old female in psychology studies and team member E, 21-year-old female in psychology studies who dropped the course during the third week. She was an aggressive leader who everyone feared; team member A decided to replace her role and as a result the group adopted a more fluid structure. The findings of this experiment were that the teams’ roles became more obvious, norm developed and the group became more interactive, cohesive, efficient and productive in managing conflicts as well as completing tasks. Group Formation and Structure Group Development In the beginning, it was conspicuous that the team members felt low levels of intimacy. The team building activities on the first day were helping them become more familiar with each other and build rapport. Team member E took the leadership role and aggressively led the team while others remained polite and compliant. She took the liberty of choosing a name and a slogan for the group without considering their suggestions. With her presence there was no sense of cohesion due to her authoritarian style: therefore, upon team member... ...ambel, M. J., Curral, L., & Arana, J. M. (2009). The role of task-oriented versus relationship-oriented leadership on normative contract and group performance. Social Behavior and Personality: an international journal,37(10), 1391-1404. Tjosvold, D., & Chia, L. C. (1989). Conflict between managers and workers: The role of cooperation and competition. The Journal of social psychology,129(2), 235-247. Wang Dan, , & Xu Shi-jie, . (2013). Impacts of leadership styles on new venture performance. 2013 International Conference on Management Science and Engineering 20th Annual Conference Proceedings, , 1410-1415. doi:10.1109/ICMSE.2013.6586455 Zhang, X., Stafford, T. F., Dhaliwal, J. S., Gillenson, M. L., & Moeller, G. (2014). Sources of conflict between developers and testers in software development. Information & Management, 51(1), 13-26. doi:10.1016/j.im.2013.09.006

Tom’s Of Maine Case Study

How should management accommodate a variety of conflicting spiritual perspectives in the workplace? An employer is required by law to reasonably accommodate a religious request unless the request presents undue hardship on the business. The trick is to make sure that the organization allows for each religious request on an equal basis. A good example of working to avoid the tensions and conflicts that might arise by mixing religion and work is the Ford Interfaith Network (FIN) which operates within Ford Motor Company.The Interfaith Network has a representative from each religion on the network’s executive committee. Questions about another member’s faith is asked and answered through formal channels developed by the Interfaith Network. The questions might be answered by a committee representative or by a guest religious scholar. Another company, Wells Fargo, one of the top 50 companies to make the Diversity list of 2005 has strict guidelines on the creation of employee- resource groups. Religious groups do not meet the criteria. According to the assistant vice president of corporate communications there are just too many religious groups to accommodate them all.However, Wells Fargo does permit informal religious gatherings on site. Os Hillman, an evangelical Christian, who advised companies such as Coca Cola and Toyota regarding faith-at-work issues, believes that companies â€Å"should promote fairness for each group and leave it at that.† Companies recognize that â€Å"faith and religion are an important part of an employee’s identity† and that religious diversity has a future in corporate America. Now companies must find a way to provide accommodations to conflicting spiritual perspectives in a way that is equal to everyone.These accommodations will make better employees and a better place to work. There are many companies who support and promote faith at work: American Express, AOL, American Airlines, Continental Airlines, Texas Instruments and Ford Motor Company. Each of these organizations has developed a system which successfully accommodates a variety of conflicting spiritual perspectives in the workplace.Tom Chappell created a spiritual framework for Tom’s of Maine, a family-owned business. Can such a framework be created for a publicly traded company? What differences might there be in its effects? The spiritual framework for Tom’s of Maine can definitely be created for publically traded  companies. Spiritual, religious, ethical and moral issues are now being given great weight and consideration in the business world. Society seems to want to focus more on family values and what is truly important in life.Diversity, equality, medical and business ethics, human rights, fair trade, and environmental issues are elemental considerations today. Promoting these values can make organizations more productive, and leaders who adhere to these standards are more sensitive to ethical issues. What is needed is more than ever is ethical leadership. Proof of the absence of good ethical leaders can be seen in the events of Enron, Bank of America, and Madoff’s ponzi scheme, to name a few.Tom and Kate Chappell believe it is crucial not to compromise your beliefs in order to turn a profit. The Chappell’s expressed strong personal values of respect for both people and nature. Through conflicts between the companies’ new talent and the Chappell’s, Tom enrolled at Harvard Divinity School where he immersed himself in writings of great moral and religious philosophers. Having new knowledge and a deeper understanding of the direction he wanted his company to go in he â€Å"devoted much time to formulating the company’s mission and beliefs and to molding a corporate culture that embodies these tenets.† (p. 177)What risks might an organizational encounter when encouraging the expression of spiritual values in the workplace? What are its advan tages? Tom’s of Maine might have risks involving the lack of understanding between employees and the company’s vision. However to avoid the Chappell’s believe that â€Å"there is a difference between requiring a workforce to embrace one’s religious beliefs and empowering all employees through a spiritual framework.† (p. 179) One advantage would be the Chappell’s setting the example.They are committed to donating 10% of the company’s pre-tax profits to nonprofit organizations. By giving back to their community (county, state, nation and world) they are a shining example of what they would like their employees to do. They also encourage their employees to do this by providing a â€Å"generous benefit package, including four weeks of parental leave for both mothers and fathers, as well as offers flexible work schedules, job sharing, and work-at-home programs. Child-care and elder-care  referral service is provided, and child care is p artially reimbursed for employees earning less than $32,500 annually.† (p. 178)

Childhood by Alice Walker

In Alice Walker’s essay â€Å"Childhood† she tells her daughter about traditions. Traditions are defined as the handing down of statements, beliefs, legends, customs, information, etc. , from generation to generation, especially by word of mouth or by practice. Walker uses the harvest to tell the story of traditions, and how she learned the traditions. She was taught traditions by her family trough their work habit. Her family worked on a farm when she was a child, and passed those traditions on to her. Walker uses potatoes as an example of the harvest. She asked her daughter if â€Å"she knew what potatoes looked like when they were dug out of the ground†. Walker’s daughter was unsure what the potatoes looked like, so Walker decided she would show her the next morning before heading back to the city. Her daughter thought that watching her mother dig the potatoes out of the ground was extraordinary. Then Walker started thinking of her childhood, and the enthusiasm that went along with what she is teaching her daughter. She says â€Å"When I think of childhood at its best, it is of this magic that I think†. She then goes on to talk about how amazing her family was by saying â€Å"Of having a family that daily worked with nature to produce the extraordinary†. She puts a lot of emphasis on the word â€Å"magic† and how being in the country is magical. I can relate with Walker when she says that the country is magical because I too am from the country. Being in the city I don’t feel as free as I want to. In the country I am able to do more of what I want. In the country, everything is fresher, I can see the stars, and everyone around me is friendly. I think Walker wants to pass on the traditions that she learned from her family on to her daughter, so she can pass them on to her children.

Lab report on pineapple and jello Essays

Lab report on pineapple and jello Essays Lab report on pineapple and jello Paper Lab report on pineapple and jello Paper This specificity is due to the shapes of the enzyme molecules. Pineapples Pineapples lush, tropical sweetness is reason enough to enjoy it any way you can, but this fruit also contains vitamin C and manganese. This fruits most promising nutritional asset, though, may be broomball, a natural enzyme found in both the fruit and the stem. Most of the pineapple consumed in the United States is canned (in the form of juice as well as fruit), but fresh pineapple is much more flavor, and , despite its tough bristly shell, is easy to prepare. The fruit probably first grew wild in parts of South America and then spread to the Caribbean, where Columbus encountered it. By 1600, early European explorers had carried pineapples as far as China and the Philippines. In the 18th century, pineapples were taken to the Hawaiian Islands, eventually becoming the major fruit crop. Hawaiian pineapple producers were the first to can the fruit. Broomball The pineapple plant contains protein-digesting enzymes called, as a group, broomball. In the health world, these enzymes are regarded as useful in reducing muscle and tissue inflammation (hence the joint pain and wound-healing possibilities), as well as acting as a digestive aid. In the cooking world, on the other hand, broomball is regarded as the enemy of the gelatin dessert. If you use fresh pineapple in gelatin, the enzyme eats the protein and the gelatin will not gelin fact broomball is measured in units called GAL., or gelatin digesting units. The classic kitchen trick for getting around this pineapple-gelatin incompatibility is to cook the pineapple, thus reducing the power of the broomball. Recipes that would highlight the benefits of broomball start with fresh pineapple (which has two to three times the amount of broomball as canned pineapple does), and is then subjected to as little heat as possible. Broomball is used in meat dendrites, in hill-proofing beer, manufacturing recorded cereals, in certain cosmetics, and in preparation to treat edema and inflammation. Gelatin Gelatin, a familiar, ingredient in cooking, is obtained by boiling the skin, tendons, and ligaments of animals. As a result, it contains protein called collagen ( a primary component of joints, cartilage, and nails), and various amino acids (histamine, lysine, Lucien, thyrotrophic, and valise, to name a few). Remember: amino acids are the building blocks of proteins. Gelatin has long been a key ingredient for providing support for jelled deserts, salads, frozen drinks, and soft candies such as Gummy Bears. In fact, the word gelatin is derived from the Latin gelatin, meaning stiff or frozen. ) Scientists have been studying gelatin for centuries. It has no smell or taste of its own, adapting to whatever it is added to. During the Napoleonic Wars, the French, desperate for nutrition SOUrces during the English blockade, reportedly first turned to gelatin as a source of protein (albeit a weak one). Gelatin began its long run as a popular consumable, however, in the offs, when it was first developed and then heavily promoted as a commercial product by Charles Knox, founder of the Knox Gelatin Corporation. In addition to its famous giggly food uses, gelatin with its flexible, dissociable structure is also used to manufacture capsules (both hard and soft-gel) to hold medications, vitamins, and other dietary supplements. It also has a range of industrial and medical engineering applications: Gelatin is an ingredient in film coatings, medical devices such as artificial heart valves, and in specialized meshes used to repair wounds, to name a few. Collagen About one quarter of all the protein in your body is collagen. It is a major structural material that forms molecular cables to strengthen the tendons and silent sheets that support the skin and internal organs. Bones and teeth are made by adding mineral crystals to collagen. Collagen provides structure to our bodies, protecting and supporting the softer tissues and connecting them with the skeleton. But, in spite of its critical function in the body, collagen is a relatively simple protein. Collagen from livestock animals is a familiar ingredient in cooking. Collagen is a protein, and like most proteins, when heated, it loses all of its structure. The polymer molecule unwinds. Then, when the denatured mass cools down, it soaks p all of the surrounding water like a sponge, forming gelatin. Lab 1 Objective: What form of pineapple juice contains enzymes that digest protein? Materials: For each group For entire class For every 3 groups 1 envelope Knox gelatin 4 test tubes water 1 test tube rack pineapple juices (below) 1 spoon Measuring cup ml) disposable pipettes hot plate to heat H2O ml graduated cylinder ml graduated cylinder Marking pen Procedure: 1 . Number and label the test tubes 1-4 and use the initials of a group member to identify your group. 2. Find 2 other groups and prepare 1 package of gelatin n the measuring cup using ml of boiling water and 30 ml of cold water. Stir well with a spoon until the gelatin is dissolved. 3. Place 3 ml of the designated pineapple juice into each test tube. Use a separate pipette for each type of juice. Failure to do so may result in mixing of the juice types and inaccurate results. Tube 1: water only Tube 2: fresh pineapple juice Tube 3: Canned pineapple juice Tube 4: Concentrated pineapple juice (thawed) 4. Add 10 ml of gelatin mixture to each test tube. Shake well to ensure proper mixing and place your samples in the refrigerator overnight using a test tube rack. . On Day 2, check the contents of each test tube for solidification of the contents and record your observations. Lab 2 Objective What effect does temperature have on an enzyme? For each group For entire class For every 2 groups 1 envelope Knox gelatin 6 test tubes water 1 test tube rack pineapple juices (below) 1 spoon 1 (1 ml) disposable pipette 100 ml graduated cylinder ml graduated cylinder Marking Pen Hot plate 1. Prepare the Knox gelatin by mixing 1 package of gelatin in the measuring cup using ml of boiling water and 30 ml of cold water. Stir well with a spoon until the gelatin is dissolved. 2. Number the test tubes from 1-5. Label the remaining test tube as ART (room temperature). 3. Each group will be assigned their own temperature gradient ranging from ICC 100 C. Each group must record the test tube numbers and the corresponding test temperatures for each test tube. Record the temperature of the room for the temperature for the ART test tube. 4. Next, add 3 ml of pineapple juice to each test tube. 5. Then heat each test tube to the appropriate temperature as assigned. Leave the test tube ART at room temperature. (HINT: start with all the test tubes in cool water in a glass beaker water bath. Gradually increase the temperature withdrawing the numbered test tubes in ICC increments in order as the appropriate temperature level in the bath is reached. 6. After the test tubes have been pulled from the water bath, add 10 ml of Knox gelatin (prepared in step 1) to each test tube and mix well. 7. Finally, place the test tubes in the refrigerator overnight. 8. On day 2, check each test tube for solidification or liquidity of the contents and record your observations. Objective Lab 3 What effect does pH have on enzyme activity? 1 envelope Knox gelatin 3 test tubes goggles apron (1 ml) disposable pipettes water 100 ml graduated cylinder 10 ml graduated cylinder MM HCI MM Niacin pineapple juice the gelatin is dissolved. 2. Label 1 test tube A for acid, 1 test tube B for base, and the last test tube C for control. 3. Place ml of pineapple juice into each of the labeled test tubes. Transfer 1 ml of base, 1 ml acid, and Mil of water into the appropriate test tubes of pineapple juice. HINT: Use a different pipette for each test tube to avoid contamination. 4. Add 10 ml of gelatin mixture to each test tube. Mix well, being careful to not get any of the acid or base on your skin. . Refrigerate the test tubes overnight and on day 2 check each test tube for solidification or liquidity of the contents. Record your observations. Enzyme Pre-Lab Questions: Directions: Read the background material provided to you. Using this material, your notes, and text, answer the following questions. 1. By definition, what is an enzyme? 2. (a) Describe what happens when a protein denatures. (b) Is the denatured protein still able to function? 3. (a) What is the name of the enzyme we are using in this lab? (b) What fruit is it found in? 4. (a) What is the protein we are using in this lab? B) For this lab, what is our food source for the protein? 5. In your own words, describe what happens to collagen when it is heated. 6. Read the procedure for Enzyme Lab 1. Make a hypothesis regarding which of the four juices (water, fresh pineapple juice, boxed juice, concentrated juice) will be solid and which will be liquid when you examine your results on Day 2. 7. Why is water used as a juice in Enzyme Lab 1? 8. Read the directions for Enzyme Lab 2. Make a hypothesis as to the nature of the contents of each test tube at Day 2; which test tubes contents will be solid and which will be liquid? 9. Why do you hypothesize this? 10.

Advance Paper 2

The CSSA accepts no liability for any reliance use or purpose related to these ‘Trial’ question papers. Advice on HSC examination issues is only to be obtained from the NSW Board of Studies. 5400-1 Section I – Module A: Comparative Study of Texts and Context 20 marks Attempt either Question 1 or Question 2 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate understanding of the meanings of a pair of texts when considered together †¢ evaluate the relationships between texts and contexts †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 1 – Elective 1: Exploring Connections (20 marks) To what extent are texts enriched through their connection with other texts? Respond to this question in relation to the pair of prescribed texts that you have studied. The prescribed texts are: †¢ Shakespearean Drama and Film – William Shakespeare, King Richard III AND – Al Pacino, Lookingfor Richard †¢ Prose Fiction and Poetry – Patrick White, The Aunt’s Story AND – Rosemary Dobson, Selected Poems * Young Girl at a Window * Chance Met * Landscape in Italy * Azay-Le-Rideau * The Rape of Europa * Romantic * Primitive Painters Question 1 continues on page 3 Question 1 (continued) †¢ Prose Fiction and Nonfiction * Jane Austen, Pride and Prejudice AND * Fay Weldon, Letters to Alice on First Reading Jane Austen †¢ Poetry and Drama * * * * * * * * * * John Donne, Selected Poetry Death be not proud This is my playes last scene At the round earths imagin ‘d corners blow If poisonous minerals Hymne to God my God, in my sicknesse A Valediction: forbidding mourning The Apparition TheRelique The Sunne Rising AND * Margaret Edson, W;t End of Question 1 In your answer you will be assessed on how well you: †¢ demonstrate understanding of the meanings of a pair of texts when considered together †¢ evaluate the relationships between texts and contexts †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 2 – Elective 2: Texts in Time (20 marks) Compare the ways in which texts offer insights into the human experience. Respond to this statement in relation to the pair of prescribed texts that you have studied. The prescribed texts are: †¢ Prose Fiction and Film – Mary Shelley, Frankenstein AND – Ridley Scott, Blade Runner (Director’s Cut) †¢ Prose Fiction and Poetry – F Scott Fitzgerald, The Great Gatsby AND – Elizabeth Barrett Browning, Aurora Leigh and Other Poems – Sonnets I, XIII, XIV, XXI, XXII, XXVIII, XXXII, XLIII †¢ Drama and Nonfiction – Edward Albee, Who’s Afraid of Virginia Woolf AND – Virginia Woolf, A Room of One’s Own Section II – Module B: Critical Study of Texts 0 marks Attempt ONE question from Questions 3-7 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, pu rpose and form Question 3 – Shakespearean Drama (20 marks) How is your personal response to Hamlet shaped by the interaction of characters in the play? William Shakespeare, Hamlet Question 4 – Prose Fiction (20 marks) (a) How is your personal response to In the Skin of a Lion shaped by the interaction of characters in the novel? Michael Ondaatje, In the Skin of a Lion OR (b) How is your personal response to Cloudstreet shaped by the interaction of characters in the novel? — Tim Winton, Cloudstreet OR (c) How is your personal response to Sixty Lights shaped by the interaction of characters in the novel? Gail Jones, Sixty Lights OR (d) How is your personal response to Jane Eyre shaped by the interaction of characters in the novel? Charlotte Bronte, Jane Eyre Please turn over In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 5 – Drama or Film (20 marks) (a) How is your personal response to A Doll’s House shaped by the interaction of characters in the play? Henrik Ibsen, A Doll’s House OR b) How is your personal response to Citizen Kane shaped by the interaction of characters in the film? Orson Welles, Citizen Kane Question 6 – Poetry (20 marks) (a) How is your personal response to the poetry of Yeats shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: William Butler Yeats, WB Yeats: Poems selected by Seamus Heaney * An Irish Airman * When You Are Old * Among School Children * The Wild Swans at Coole * Leda and the Swan * The Second Coming * Easter 1916 OR Question 6 continues on page 7 6 Question 6 (continued) (b) How is your personal response to the poetry of Harwood shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: Gwen Harwood, Selected Poems * Father and Child (Parts I II) * The Violets * At Mornington * A Valediction * Triste Triste * The Sharpness of Death * Mother Who Gave me Life OR (c) How is your personal response to the poetry of Slessor shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: Kenneth Slessor, Selected Poems * Out of Time * Five Bells * Sleep * Five Visions of Captain Cook * Sensuality * Elegy in a Botanical Garden * Beach Burial End of Question 6 In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 7 – Nonfiction (20 marks) (a) How is your personal response to Orwell’s essays shaped by a perception of voice in these texts? In your answer, refer to THREE of the essays set for study. * George Orwell, George Orwell: Essays The prescribed essays are: * Why I Write * Notes on Nationalism * Good Bad Books * The Sporting Spirit * Politics and the English Language * Writers and Leviathan OR (b) How is your personal response to speeches shaped by a perception of the passion of the speaker? In your answer, refer to THREE of the speeches set for study * Speeches The prescribed speeches are: * Margaret Atwood – Spotty-Handed Villainesses, 1994 * Paul Keating – Funeral Service of the Unknown Australian Soldier, 1993 * Noel Pearson -An Australian History for Us All, 1996 * Aung San Suu Kyi – Keynote Address at the Beijing World Conference on Women, 1995 * Faith Bandler -Faith, Hope and Reconciliation, 1999 * Deane, William – It is Still Winter at Home, 1999 * Anwar Sadat – Speech to the Israeli Knesset, 1977 BLANK PAGE Please turn over Section III – Module C: Representation and Text 20 marks Attempt ONE question from Questions 8-9 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate understanding of and evaluate the relationship between representation and meaning †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 8 – Elective 1: Conflicting Perspectives (20 marks) You are speaking to an audience of your peers. Compose a speech in which you demonstrate how your understanding of conflicting perspectives is shaped by the construction of the texts. In your response, refer to your prescribed text and TWO texts of your own choosing. The prescribed texts are: †¢ †¢ †¢ Shakespearean Drama Prose Fiction Drama or Film – William Shakespeare, Julius Caesar – David Guterson, Snow Falling on Cedars – Peter Whelan, The Herbal Bed OR — Barry Levinson, Wag the Dog †¢ Poetry – Ted Hughes, Birthday Letters * Fulbright Scholars * The Shot * The Minotaur * Sam * Your Paris * Red — Geoffrey Robertson, The Justice Game * The Trials ofOz * Michael X on Death Row * ‘The Romans in Britain’ * The Prisoner of Venda Nonfiction * Show Trials * Diana in the Dock: Does Privacy Matter? * Afterword: The Justice Game 10 Question 9 – Elective 2: History and Memory (20 marks) You are speaking to an audience of your peers. Compose a speech in which you demonstrate how your understanding of the interplay between history and memory is shaped by the construction of the texts. In your response, refer to your prescribed text and TWO texts of your own choosing. The prescribed texts are: †¢ Prose Fiction – Maxine Hong Kingston, The Woman Warrior: Memoirs, of a Girlhood Among Ghosts OR – Peter Carey, The True History of the Kelly Gang †¢ †¢ Film Poetry – Stephen Frears, The Queen – Denise Levertov, Selected Poems * Ways of Conquest * Don’t You Hear That Whistle Blowin’†¦ * In Thai Binh (Peace) Province * A Time Past * Libation * A Letter to Marek About a Photograph * The Pilots †¢ Nonfiction or Multimedia – Mark Raphael Baker, The Fiftieth Gate OR Smithsonian National Museum of American History September 11 website End of paper 11 EXAMINERS Pamela Nutt (Convenor) Catherine Anderson Tanya Appleby Nicole Archard Darren Barker Lorna Ciesiolka Marian Henry Katherina Lathouras Alistair Symons PLC Sydney, Croydon St Patrick’s College, Strathfield Tara Anglican School for Girls, Nth Parramatta Kincoppal-Rose Bay, School of the Sacred Heart OLMC, Parramatta Educational C onsultant Marist College, Pagewood Knox Grammar School, Wahroonga Mount St Joseph, Milperra 12

Legal and Ethical Aspects of Medication Administration Case Study Essay

Legal and Ethical Aspects of Medication Administration Case Study - Essay Example cases, the charges are being considered by the state, whereas in the third case, the nurse who made the error was sentenced to the probation of two years. I would take the position with the plaintiffs in the first and third case. Whatever the case is, it is the responsibility of the health providers to provide best medical services to the patients and with full care and attention. Patients come to health providers for medical care. They do not expect such blunders from them which can even take their lives. Therefore, charges should be made against the people involved in medical errors to make them and others aware of the consequences of showing negligence, as well as to make them feel their responsibility. However, in the second case, the pharmacy technician should be held responsible because he/she was the one who stocked incorrect medicine for infants. All three errors made in the cases described in the article could have been prevented if the clinical staff would have shown some responsibility. For example, in the first case, the person responsible for providing the medical care should have checked the patient at the right time instead of letting her wait for a long time. It is clear that she forgot to check her within time because making a patient wait for almost two hours does not make any sense. In the second case, the chances of prevention of error were less because nurses usually use the medicine stored in the right places. Pharmacy technician could have prevented this error by placing the right medicine at the right place. Moreover, in the third case, the error could have been prevented if a senior gynecologist would have supervised the medical procedure instead of letting the nurse perform the complex medical procedure on her own. In the first case, the primacy of the needs of patients surrounds the case because a nurse should feel the responsibility of providing correct care to the patient at the correct time. Section 2.1 (primacy of the patient’s