Flashes in the Sky The Origins of Meteors

Have you ever watched a meteor shower? They happen very frequently when Earths orbit takes it through the debris left behind by a comet or asteroid orbits the Sun. For example, Comet Tempel-Tuttle is the parent of the November Leonid shower. Meteor showers are made up of meteoroids, tiny bits of material that vaporize in our atmosphere and leave behind a glowing trail. Most meteoroids do not fall to Earth, although a few do. A meteor is a glowing trail left behind as the debris streaks through the atmosphere. When they hit the ground, meteoroids become meteorites. Millions of these solar system bits slam into our atmosphere (or fall to Earth) each day, which tells us that our area of space isnt exactly pristine. Meteor showers are especially concentrated meteoroid falls. These so-called shooting stars are actually a remnant of our solar systems history. Where Do Meteors Come From? Earth orbits through a surprisingly messy set of trails each year. The bits of space rock that occupy those trails are shed by comets and asteroids and can remain for quite a long time before they encounter Earth. The composition of meteoroids varies depending on their parent body, but are commonly made of nickel and iron. A meteoroid doesnt typically just fall off of an asteroid; it has to be liberated by a collision. When asteroids slam into each other, little bits and pieces settle back onto the surfaces of the larger chunks, which then assume some kind of orbit around the Sun. That material then gets shed as the chunk moves through space, possibly through interaction with the solar wind, and forms a trail. Material from a comet is usually made up of bits of ice, specks of dust, or sand-sized grains, which are blown off the comet by the action of the solar wind. These tiny specks, too, form a rocky, dusty trail. The Stardust mission studied Comet Wild 2 and found crystalline silicate rock bits that had escaped the comet and eventually made it into Earths atmosphere. Everything in the solar system began in a primordial cloud of gas, dust, and ice. The bits of bits of rock, dust, and ice that stream from asteroids and comets and end up as meteoroids mostly date back to the very formation of the solar system. The ices clustered onto the grains and eventually accumulated to form the nuclei of comets. The rocky grains in asteroids clustered together to form larger and larger bodies. The biggest ones became the planets. The rest of the debris, some of which remains in orbit in the near-Earth environment, gathered into whats now known as the Asteroid Belt. The primordial cometary bodies eventually gathered in the outer regions of the solar system, in areas called the Kuiper Belt and the outermost region called the Ãâ€"ort Cloud. Periodically, these objects escape into orbits around the Sun. As they get closer, they shed material, forming meteoroid trails. What You See When a Meteoroid Flares When a meteoroid enters Earths atmosphere, it gets heated by friction with the gases that make up our blanket of air. These gases are generally moving pretty fast, so they appear to burn up high in the atmosphere, 75 to 100 kilometers up. Any surviving pieces could fall to the ground, but most of these little bits of solar system history are too small for that. Larger pieces make longer and brighter trails called bolides. Most of the time, meteors look like white flashes of light. Occasionally you can see colors flaring in them. Those colors indicate something about the chemistry of the region in the atmosphere it flies through and the material contained in the debris. Orange-ish light indicates atmospheric sodium being heated. Yellow is from  superheated iron particles likely from the meteoroid itself. A red flash comes from the heating of nitrogen and oxygen in the atmosphere, while blue-green and violet come from magnesium and calcium in the debris. Can We Hear Meteors? Some observers report hearing noises as a meteoroid moves across the sky. Sometimes its a quiet hissing or swishing sound. Astronomers are still not completely sure why the hissing noises happen. Other times, theres a very obvious sonic boom, particularly with the larger bits of space debris. The folks who witnessed the Chelyabinsk meteor over Russia experienced a sonic boom and shock waves as the parent body burst apart over the ground. Meteors are fun to watch for in the nighttime skies, whether they simply flare overhead or end up with meteorites on the ground. As you watch them, remember that youre literally seeing bits of solar system history vaporize before your eyes!

The Theory Of Management And Management - 2177 Words

F. W. Taylor Scientific Management Scientific management, also called Taylorism, was a theory of management that analyses and synthesizes workflow. Its main objective is the improvement of economic efficiency, especially labour productivity. It was one of the first attempts to apply science to the engineering of processes and management. Its development began with Frederick Winslow Taylor in the 1880s and 1890s in manufacturing. Its peak of influence came in the 1910s; in the 1920s, it was still influential, but began an era of competition and syncretism with opposing or complementary ideas. Although the scientific direction of a theory or school of distinct thought was obsolete in the 1930s, most of its themes are still important elements of industrial engineering and management today. These include the analysis; synthesis; logic; rationality; empiricism; work ethic; efficiency and waste disposal; standardization of best practices; contempt for tradition preserved only for herself or to protect the social status of particular workers with particular skill sets; the transformation of craft production to mass production; and transfer between workers and workers in the tools, processes and documentation. Pursuit of economic efficiency: Although the terms scientific management and Taylorism are generally treated as synonyms, work of Frederick Taylor marks only the first form of scientific management, followed by other approaches; So in the theory ofShow MoreRelatedThe Theory Of Management And Management1690 Words   |  7 PagesIntroduction Management is one of the remarkable activities within human society began with a group or to an larger organization that are able to accomplish a same goals and objectives, by defining what is management and how is important to human being society many management theorists have produces (many models that can be used for successful organization change and winners respond to the past and complexity of change and adapt learn and act quickly (Mildred,G. 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Nursing for Clinical Judgment and Ethics- myassignmenthelp.com

Question: Discuss about theNursing for Clinical Judgment and Ethics. Answer: Nursing is the backbone of healthcare system of the county. Most of the times, nurses are given the responsibility to save the lives of the people at crucial circumstances. They regularly encounter the dilemma of making ethically sound decisions. In healthcare profession, the nurses must realize the importance of accurate record-keeping and maintaining ethical conduct related to signatures. In the present essay, the ethical issue of signature forging is discussed. In the given case, a colleague is asked to attend the class and forge the signature in the attendance sheet of the student. It can be perceived as an unethical behavior. In the nursing profession, signature forging is considered as a serious disciplinary matter. In such situation, the nursing student must be charged under the discipline regulations of the University. The nursing ethical committee and the University discipline committee heavily penalize such misconduct. It is due to the fact that the nursing profession is ba sed on ethics, integrity, sense of responsibility and self-discipline. In this essence, the present essay will discuss the issue of signature forging and provide possible actions to address the issue. Forging of signature is a serious ethical issue and required immediate legal action. Even in normal circumstances, forging signature should be addressed with legal action as it can result in fraud. The results of signature forging are negative on the finances and the image of the person. Moreover, the nursing professionals have to be ethically responsible as they have the responsibility of protecting the lives of the patients. The case of signature forgery among the students is a serious issue. It is a common practice among the students to forge each others signature in the attendance sheet. However, it encourages absenteeism. Moreover, students do not value the importance of being present in the class. This behavior should be immediately reported to the ethical committee (Park, Kjervik, Crandell, Oermann, 2012). The nurses have the responsibility of protecting the health, safety and the rights of the patients. It is unethical behavior of the nurses to forge the signature of the patients or a colleague. It impacts the right of other person in making an informed, self-derived and autonomous decision. The nurses have a high job responsibility as they have to honor, protect ad respect the right of patients and their peers. The nurses must honor their rights and the rights of their patients. While making ethical decisions, the nurses must be attentive to the legal language and understand how their actions affect others (Cannaerts, Gastmans Casterl, 2014). In order to promote ethical actions, the government and the nursing committee have made several laws to address the fraud and abuse in the healthcare. These committees are also focused on encouraging moral behavior in the name of ethics. It is the responsibility of the organization to motivate moral behavior, settling disagreement and controversies among different people (Johnstone, 2011). The committees have designed ethical guidelines to promote ethical behavior among the nurses. The nursing ethics is a specific discipline, which concerns with the ethical behavior in the field of nursing. The nursing principles are concerned with several values, such as beneficence, non-maleficence and respect for autonomy. Other than that, the nursing ethics are also based on emphasis on relationships, human dignity and collaborative care to the patients. The nurses have the ethical responsibility to address the high-quality care to the patients (Bollig, Gjengedal Rosland, 2016). Therefore, they should be familiar to the ethical code of conduct and use them in the decision making. The international nursing code of conduct is culturally adapted so that the nurses can adapt their behavior according to the geographical location and the behavior of the customers. The ethical codes provide the required elements for the ethical conduct and assist the nurses in taking the ethical decisions. The nurses have several duties such as to work as clinical nurse, researcher, administrator and the policy makers. The nursing ethics also acknowledge them that they are required to make ethical decisions and the value of their profession as they provide direct care to the patients, teaching nursing staff, performing research and supervision and management to the teaching staff. The nursing educators also owe importance of understanding the legal and ethical standards to increase the capability of the nurses. The ethical duties also raise the awareness of the nurses regarding the significance of certain duties and responsibilities. In the recent years, several issues have occurred, in which experienced nurses have broken the ethical code of conduct. These situations have highlighted the importance of specialized ethics and nursing education in the education. In the nursing profession, ethics encompass values, rights, duties and responsibilities. The ethical codes are used to interact with the patients, colleagues and other professionals. The nursing educators should adopt a holistic approach to establish a proper value system among the students. The ethical issue will expand the intellectual capacity of the students. As a professional, they will be more emotionally stable and morally mature. The ethical case study will increase the ethical awareness of the s tudents, which will make them proficient in handling the ethical dilemma. It also makes the student ready to handle the ethical conflicts, which will be encountered in the future practice (Grace DRN, 2017). The ethical education also helps the professional in developing a sense of identity, which promotes the professional development. Therefore, education interventions are needed at the beginning of the professional education as the students realize the importance of ethical education. By following the ethical rules, the nursing students will also be able to develop desirable relationships with the other nurses. The nursing ethics education require lecture regarding nursing ethics and professionalism. The content of the lectures should be based on the learning objectives designed by the international nursing committee. The learning objectives should focus on the concepts of nursing ethics, ethical thinking, ethics pertaining to the nurses and the clients, professional establishment and characteristics of the nursing profession. It should also encompass the theories and the real life case-studies (Kang, 2017). While discussing the ethics and the responsibility of the nurse, it is important to realize that these ethical values must be imbibed in the education of the nurses. It is important to make the nursing students aware the importance of the ethical conduct in their professional behavior. In the present case, a nursing student tried to breach the ethics and tried to adopt unethical behavior. In such case, it is important that the nursing student is realizes that his behavior is inappropriate. However, to change the attitude and demonstrate the importance of the issue, the case must be notified to the University ethics committee. The university ethics committee will take strict action and heavily penalize the student. The student should realize that je is certifying the acquisition of knowledge, which he has not received. The nursing profession is a responsible profession and the nurses have to deal with critical situations, which often involve the life of the people (Benner, Tanner Chesla, 2009). In this case, it is important that the nurses have attained the knowledge, for which they are giving guarantee. If the student passes with the certification, he might be given some critical responsibility in his professional career (Ulrich, Taylor, Soeken, ODonnell, Farrar, Danis Grady, 2010). However, the student will not be able to handle this responsibility. Therefore, in nursing, forgery in attendance sheet results in severe outcomes. The patients are not the only stakeholder in the treatment of the patients, but it also includes the patients family and the healthy people in the society, which are part of the plans and services provided to the patient. The nurses must realize that their actions will not only play with the lives of the patients but it will also affect the lives of their families. Here, it can be critiqued that ethical and professional authenticity and ethical b behavior is important in the nursing profession. The importance of following ethical behavior should be enforced to the students during their education. The nurses often have to work in a fast-paced and technical environment. It is their responsibility to take ethically sound decisions about the patient care and share it with other healthcare professionals. The nurses should be prepared about such situations from their undergraduate years. The development of ethical behavior and adherence to the ethical standards is important part of nursing profession. The nurses must be capable of developing trust and they are also needed to demonstrate compassion and empathy to the nurses. Most of the times, nurse work alone in the treatment of the patients and they have to perform duties according to the physicians instructions or use their own judgement in urgent situations. Ethics assure that the nurses are indulging in fair and equal treatment to all the patients including economic status, age, ethnic background and sexual orientation. Therefore, ethics have important role in the nursing education. Nursing ethics are important for making the s tudents an important member of the society and offering them highest ideals of the nursing profession. The nursing education has a critical role in developing a climate, which makes the student exercise sound judgement, practice ethical standards, supporting the colleagues and committing to their profession. Therefore, any instance of unethical behavior must be shunned immediately by the nursing educators and the committees (Benner, Tanner Chesla, 2009). There are other codes of ethic, which states that the nurses should respect the individual dignity of the patients, and it should be regardless of the cultural, socio-economic, gender or ethnic background of the individual. The international code of conduct also emphasizes the importance of ethical behavior in the nursing profession. The fourth element of the code elaborates on the ethical conduct of the nursing professionals, which emphasize the ethical behavior between the nurses and co-workers. As practitioners and managers, the nurses should develop a workplace system, which support the professional and ethical value at the workplace (ICN, 2012). Therefore, the university should take strict action to combat such behavior. The university should make the student aware that such behavior is inappropriate and unacceptable in terms of nursing profession. The nurse should behave in an ethical manner. The student must be given a chance to justify himself. However, if he is still found guilty, he should be penalized financially and suspended from the college. He must be able to realize the importance of nursing ethics. Conclusively, it can be stated that the ethics are important part of the nursing profession. The ethical education is indispensable in the development of the ethical value system among the nursing students. In the present essay, the case of signature forgery among the students has been evaluated. It is a common practice among the students wherein they forge each others signature in the attendance sheet. It promotes absenteeism and the students do not value the importance of being present in the class. Other than that, signature forgery is a serious ethical issue. This behavior should be immediately reported and the University should heavily penalize the students involved in such type of crime. It is recommended that the universities and the educators should use different approaches in teaching ethics to the students. There are several approaches such as the use of movies, documentary videos, press release and discussions. The ethical awareness among the students should be raised by t he use of movies, documentary videos, press release and the ethical discussion. References Benner, P. E., Tanner, C. A., Chesla, C. A. (2009).Expertise in nursing practice: Caring, clinical judgment, and ethics. Springer Publishing Company. Bollig, G., Gjengedal, E., Rosland, J. H. (2016). Nothing to complain about? Residents and relatives views on a good life and ethical challenges in nursing homes.Nursing ethics,23(2), 142-153. Cannaerts, N., Gastmans, C., Casterl, B. D. D. (2014). Contribution of ethics education to the ethical competence of nursing students: educators and students perceptions.Nursing ethics,21(8), 861-878. Grace, P. J., DRN, P. (Eds.). (2017).Nursing ethics and professional responsibility in advanced practice. Jones Bartlett Learning. ICN. (2012). THE ICN CODE OF ETHICS FOR NURSES. Retrieved 18 April 2018 from https://www.icn.ch/images/stories/documents/about/icncode_english.pdf Johnstone, M.J. (2011). Bioethics: A Nursing Perspective. Elsevier Health Sciences. Kang, S. W. (2017). The influence of ethics education on awareness of nursing students with no clinical experience regarding the code of ethics: A case study.Journal of Nursing Education and Practice,7(10), 12. Park, M., Kjervik, D., Crandell, J., Oermann, M. H. (2012). The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students.Nursing ethics,19(4), 568-580. Ulrich, C. M., Taylor, C., Soeken, K., ODonnell, P., Farrar, A., Danis, M., Grady, C. (2010). Everyday ethics: ethical issues and stress in nursing practice.Journal of advanced nursing,66(11), 2510-2519.

Maggie Girl Of The Streets By Crane Essays -

Maggie Girl Of The Streets By Crane The book report for this marking period is one that is enjoyed by millions and millions of people; Maggie: A Girl of the Streets, by Stephen Crane. What is interesting about this book is that even though it was written well over one hundred years ago, the lessons learned in this book can be applied to the time and place of today. Setting This novel is set in an unnamed city in the south, probably during the late 19th century. The story begins with Jimmie as a little kid getting into scraps with a rival gang. Then it jumps about 4 years to when Jimmie was a preteen. About every few chapters the story line will jump a few years and by the end of Maggie's life the story would have spanned about 30 years. People around the city hate Jimmie and Maggie's family, the Johnson's, because their parents drink and get rowdy in the middle of the night. The atmosphere of this book is heavy and depressing, because all the people in the city are poor and then the author describes the horrible conditions that they live in. But when the main character dies, the emotion changes, because the family comes together and you are filled with over joy. Characterization The main character in Crane's Maggie: A Girl of the Streets is Maggie, a girl born into a poor family that likes to get drunk and basically have fist fights and try to literally kill one another. Maggie is a self-assured woman, and she is basically a diamond in the rough. Where Maggie lives, the people really don't count on physical looks, but Maggie on the other hand is the most beautiful woman of the community. Maggie also likes to hide her feelings a lot. This is shown when she gets a crush on one of her brother's friend, Pete. She goes around staring at him, but not saying really much. This is also shown when she is at home. When her parents are drunk and fighting, she just sits there, doing nothing and saying nothing. Basically, Maggie goes around and does her own thing and not getting influence by other people. The other main character in Maggie: A Girl of the Streets is Jimmie, Maggie's brother. Jimmie, in many ways is the exact opposite of his sister. Jimmie is slightly younger and a lot more immature than Maggie is. Maggie may be a quiet person, but Jimmie, one the other hand, is a wild rambunctious kid, who all he wants to do is pick fights. Jimmie, at first, is seen fighting a rival gang and cussing and bleeding from head to toe. In a lot of ways, Jimmie is Maggie's villain. At first it appears that he loves his sister and has a good relationship with her. When Maggie starts going out with Pete, Jimmie turns against her saying that she ruined the family name, because she is a white girl going out with a black man. Jimmie in the end, when his sister dies goes back to being loving brother. Plot To have the emotional ups and downs of Crane's Maggie: A Girl of the Streets, one must know what goes on within the story. The story unfolds by putting the reader right in the action, with Jimmie Johnson fighting a group of rival gang member's in a back alley of a major city during the late 19th century. Jimmie was getting beat up so bad that he had blood dripping from his face like sweat. Then his father showed up, and took him by the ear and dragged him all the way home. When Jimmie came home, his mother found out that he had been fighting and started beating him up. When she is doing this, the neighbors listen to all the cures they are saying to one another. When Jimmie's father had had enough of watching his son, he stepped in and then the mother and the father were fist fighting until they both passed out. This would happen in their house hold almost every day. Maggie would be there and she would watch and wouldn't really get too involved with them. When this is over, 4 years had passed and Jimmie and Maggie's father had died so the family would be down to 3. Jimmie has now taken a shine to drinking and coming home drunk all the time, and Maggie had grown to be the most beautiful woman in

Outline of the Rwandan Genocide Essay Example

Outline of the Rwandan Genocide Essay Example Outline of the Rwandan Genocide Paper Outline of the Rwandan Genocide Paper Outline of the Rwandan Genocide: Draft Introduction Rwanda is a small land-locked nation, about 26,338 square kilometres in size, bordered by Burundi, Democratic Republic of Congo, Uganda and Tanzania. Though mainly flat, the country has a large mountain range on its northwest coast – the Virunga Mountains – that are home to the famous Rwandan Mountain Gorillas. In 1994, this seemingly insignificant country put itself on the world map, but for all the wrong reasons. Over a period of just one hundred days, over 800,000 Rwandans were killed in one of the worst genocides of the 20th Century. Tutsis and their Hutu supporters (the two ethnic groups in Rwanda) were massacred by Hutu militias, who encouraged ordinary citizens to kill their Tutsi neighbours. Between April and July 1994, while Europe and America looked on, this African nation was plunged into a state of severe panic and fear. Ethnic Tension: Tutsis and Hutus Though considered two different ethnic groups, the Tutsis and Hutus speak the same language, inhabit the same regions, have the same customs and traditions, and have intermarried for generations. In fact, there are very little physical differences between the two groups at all. In 1916 when Belgian colonists arrived in Rwanda, they distinguished between the two groups and consequently began to treat them differently. They believed that the minority Tutsis were superior and offered them better jobs and education, leading to ethnic tension. It is believed by some historians that the two were never defined by ethnicity, but by class or caste. Traditionally, the Hutu herded cattle and grew crops, whereas the Tutsi herdsmen became the landowners, a leading position that may have led to the belief held by the Belgians. Ethnic tension grew, culminating with the loss of over 100,000 Tutsis during a Hutu rebellion from 1956 to 1959. During the early sixties, after independence was achieved in 1962, hundreds of thousands of Tutsis fled to neighbouring countries and were refused return by the Hutu governments. The desire to return to their homeland led to the formation of the Rwandan Patriotic Front (RPF) by Tutsi exiles in Uganda. Build Up to Genocide In 1973, Major General Juvenal Habyarimana, a northern Hutu, seized power in Rwanda. He attempted to overcome ethnic divisions, but failed due to the introduction of several anti-Tutsi measures such as their exclusion from secondary schools and universities. Discontent increased among the Rwandan people as many became impatient with the governments corrupt favouritism to northern Hutus. The post-1987 collapse of international coffee prices led to a severe economic decline in Rwanda, as coffee was their main exporter. These factors led to the 1990 Civil War, when the RPF invaded and fought against Habyarimana’s regime. In March 1992, a Transitional Coalition Government was formed, a cease-fire declared, a peace accord signed by Habyarimana and the RPF invasion halted with the assistance of the French military. Rwanda’s problems were not over however, and on April 6th 1994 a plane flying over Kigali (the nation’s capital), carrying Habyarimana and the president of Burundi, Cyprien Ntaryamira (also a Hutu), was shot down. Both men were killed. The Genocide Almost immediately political opponents of Habyarimana were murdered and the Akuza (Presidential Guard) launched a campaign of mass slaughter. Military officials, businessmen and politicians began organizing massacres. The Radio Television Libre des Mille Collines (a private radio station) called publicly for Tutsis to be killed wherever possible. Most killings were carried out by two unofficial all-Hutu militia groups – the Interahamwe (National Revolutionary Movement for Development) and the Impuzamugambi (Coalition for the Defense of Freedom). At its peak, the Interahamwe had 30,000 members united by a commitment to wiping out the Tutsis. As well as Tutsis of all ages and backgrounds, Hutus who supported ethnic reconciliation were also targeted. Public massacres (in churches, for example) were common and carried out almost entirely by hand, using clubs, machetes, sticks, axes and spears. Ordinary Hutu citizens were forced to kill their Tutsi neighbours – often people whom they had lived beside for many years and befriended. In the country, Hutu chiefs prepared â€Å"death lists† of local Tutsis, rounded up victims and made suitable sites available for massacres. Reaction: The Rwandan Patriotic Front In defense to this ruthless killing, the 14,000-man Tutsi-dominated RPF launched an offensive against the killers. Finally, in mid-July, they defeated the 35,000-man army and the militias, drove the remnants of the army and government into Zaire (now the Democratic Republic of Congo), and took control of the capital Kigali, declaring a ceasefire. United Nations aid workers and troops arrived to maintain order and bring back basic services. A multi-ethnic government took power, led by Hutu President Pasteur Bizimunga, Hutu Prime Minister Faustin Twagiramunga, and Tutsi Vice President/Minister of Defense Major General Paul Kagame, commander of the RPF. Most other cabinet posts were given to members of the RPF. After the Genocide: Refugees and International Support Following the end of the genocide in July and August 1994, two million Hutu civilians fled, joining one million already in exile. In Zaire, the destination of most refugees, sick and starving Hutu exiles were dying at an appalling rate of 2000 per day. The government encouraged them to return to the food, water and relative safety waiting for them in Rwanda, but fears spread by former government troops that Hutus would be prosecuted on return prevent many from going home. Genocide Trials did not start until the end of 1996 when many had eventually returned, but are still expected to take years to complete. In 1999, more than 120,000 citizen accused of involvement in the genocide were packed into overcrowded jails. Rwanda is still suffering because of the genocide fourteen years ago. Genocide trials are still under way and the government is gradually trying to improve living standards in their country. Families are still struggling with the loss of so many friends and relatives; one tenth of Rwanda’s population (800. 000 out of 8,000,000) was killed in just those one hundred days. One of the main issues still in debate today is the lack of action of the international community. Over 2500 UNAMIR (United Nations Assistance Mission to Rwanda) agents had been stationed in the country since 1993, but all but 270 were withdrawn shortly after the start of the genocide. The UN refused to call the events â€Å"genocide†, as that would have obliged the UN and USA to send officials to stop the massacres. French, Belgian and Americans citizens were speedily removed from Rwanda, but claims that they were forbidden to intervene caused no assistance to be given to locals. In 1998, US president Bill Clinton issued an apology on behalf of the international community that not enough was done, and not quickly enough, to help the Rwandan people and to stop the genocide, which was what it should have been called from the start. Timeline: Important Events in the Genocide 6 April 1994: President Habyarimana and Burundian President Cyprien Ntaryamira are killed the plane they are in is shot down above Kigali. Hutu extremists opposed to their President signing the Arusha Peace Accords are believed to be behind the attack. April: The Rwandan armed forces and Interahamwe militia begin the systematic killing of Tutsis and moderate Hutus. UN forces stationed in Rwanda find themselves unable to intervene due to a â€Å"monitoring† mandate. 8 April: The Rwandan Patriotic Front (RPF) launches a major offensive to end the killings. 9-10 April: French, Belgian and American civilians are rescued by their governments, but no help is given to native Rwandans. 11 Apr il: The International Red Cross (IRC) estimate: tens of thousands dead. UN soldiers protecting 2,000 Tutsis at a school are ordered to withdraw to Kigali airport. Most Tutsis are killed after their departure. 14 April: Belgium withdraws its troops from the UN peacekeeping force in Rwanda due to the death of 10 troops in the previous week. 15 April: Slaughter of thousands of Tutsis gathered at Nyarubuye Church seeking protection. 21 April: The UN cuts the level of its forces in Rwanda from 2500 to just 270 troops. IRC estimate: over 100,000 dead. 30 April: The UN condemns the killing but omits the word genocide so that emergency genocide assistance doesn’t need to be given. Tens of thousands of refugees flee into neighbouring Burundi, Tanzania and Zaire. Mid-May: IRC estimate: 500,000 dead. 17 May: The UN Security Council says that acts of genocide may have been committed. It agrees to send 5,500 troops with to defend civilians, however deployment is delayed by disagreements between the US and UN over the financing of the operation. Trivial arguments include what colour to paint vehicles. 22 June: With arguments over the deployment still continuing, the UN authorises an emergency force of 2,500 French troops under Operation Turquoise to create a safe area in the government-controlled south-west part of Rwanda. The killing of Tutsis continues in the safe area despite the presence of the French. 4 July: The RPF takes control of Kigali and the southern town of Butare. 13-14 July: Refugees fleeing the RPF flood into Zaire. Approximately 10,000-12,000 refugees per hour cross the border into the town of Goma. There is a severe lack of food, water and shelter in refugee camps. 18 July: The RPF announces that the war is over, declares a cease-fire and names Pastor Bizimungu as president with Faustin Twagiramungu as prime minister and Paul Kagame (commander of the RPF) as Vice President/Minister of Defence. August: It is reported that approximately 2000 Hutu refugees in Zaire are dying every day due to inadequate living conditions. The newly instated Rwandan government is pleading for their return to food, water and relative safety in Rwanda. However, former government troops involved in genocide organisation convince innocent Hutu refugees that the Tutsis will arrest them on return to Rwanda. November: International Criminal Tribunal for Rwanda is established by the UN Security Council to try those convicted of genocide involvement. Timeline adapted from: BBC6/04/04, â€Å"Timeline: 100 days of genocide† , 29/08/08, http://news. bc. co. uk/1/hi/world/africa/3580247. stm BIBLIOGRAPHY BBC, 1/04/04, â€Å"Rwanda: How the genocide happened†, 16/08/08, http://news. bbc. co. uk/2/hi/africa/1288230. stm BBC, 30/03/04, â€Å"When good men do nothing†, 16/08/08, http://news. bbc. co. uk/2/hi/programmes/panorama/3577575. stm WGBH Educational Foundation, 2008, â€Å"100 Days of Slaughter – A Chronology of U. S. /U. N. Actions†, 16/08/08, pbs. org/wgbh/pages/frontline/shows/evil/etc/slaughter. html Ramsey, J. , â€Å"Global Studies: Africa†, Dushkin/McGraw Hill, Connecticut Peace Pledge Union, N/D, â€Å"Rwanda 1994†, 20/08/08, ppu. org. k/genocide/g_rwanda. html Cable News Network, Inc. , 1998, â€Å"Rwanda plumbs unanswered questions of 1994 genocide†, 25/08/08, http://edition. cnn. com/WORLD/africa/9804/07/rwanda/index. html Nouvel Observateur, 2006, â€Å"BBCs Stephen Sackur talks to Rwandas president, Paul Kagame on 7 December 2006†, 25/08/08, olny. nl/RWANDA/Lu_Pour_Vous/Dossier_Special_Habyarimana/Interview_Kagame_BBC_Hard_Talk_07_12_2006_FR. html Covert Action, N/D, â€Å"Genocide in Rwanda†, 25/08/08, http://mediafilter. org/caq/caq52rwanda. html Stanton, G. , 1998, â€Å"The 8 Stages of Genocide†, 27/08/08, genocidewatch. rg/8stages. htm United Human Rights Council, N/D, â€Å"Genocid e in Rwanda†, 28/08/08, unitedhumanrights. org/Genocide/genocide_in_rwanda. htm Gendercide Watch, 2002, â€Å"Case Study: Genocide in Rwanda, 1994†, 28/08/08, gendercide. org/favicon. ico CATO Institute, 27/03/07, â€Å"REAL ID, the race card†, 31/08/08, cato-at-liberty. org/2007/03/27/real-id-the-race-card/ Johnson, J. , 30/04/07, â€Å"Politics, Theory and Photography†, 31/08/08, http://politicstheoryphotography. blogspot. com/2007_04_01_archive. html BBC, 4/04/04, Massacre at Nyarubuye Church†, 31/08/08, http://news. bc. co. uk/2/hi/programmes/panorama/rwanda/default. stm Rotburg, I. , 2005, â€Å"Rwanda†, Mason Crest Publishers, Jordan Keane, F. , 1996, â€Å"Season of Blood†, Penguin Books, England Melvern, L. , 2004, â€Å"Conspiracy to Murder†, Verso, London Washington College of Law, N/D, â€Å"Group One: The Hutus and Tutsis†, 1/09/08, wcl. american. edu/humright/center/rwanda/jigsaw1. pdf? rd=1 Dallaire, R. , 2004, â€Å"Shake Hands With the Devil†, Arrow Books, London Allen, T. , Winter 2002, â€Å"General Romeo Dallaire – United Nations/Canada†, 4/09/08, thirdworldtraveler. com/Heroes/Gen_Romeo_Dallaire. html

Kano Model Assignment Example | Topics and Well Written Essays - 1000 words

Kano Model - Assignment Example According to the article, the main purpose of the Kano Model is increasing the customer’s happiness by improving the quality of the product or service provided. Every business organization has to out into consideration the features of any product before releasing it to the market. For successful implementation of the Kano model, a number of steps have to be completed. Fitting in all the features and attributes of a product is the first step. Then the organization should classify the features as either threshold, performance and excitement attributes. The article argues that all the attributes of the product must be fully satisfied to ensure employee satisfaction. Further, the article argues that for successful implementation of the model, the organization has to desist from focusing on the performance of the organization to major on the product attributes. The Kano model is very significant as it helps an organization in identifying customer needs, defining purposes that have necessities as well as carrying out an analysis of the competitive products in the market. Essential tools for the success of the Kano of the technique include customer involvement, value analysis, prioritizing matrices and ensuring the quality of the products. IV. KEY LEARNING POINTS Definition of Kano model- it is a model designed to improve the happiness of an organization’s customers through decisions aimed at improving the quality of products and services. Importance of the Kano model- its main importance is providing high-quality products to the customers, which lead to high customer satisfaction. The Kano model also helps in identifying factors that lead to customer dissatisfaction. Categories of the Kano technique include threshold attributes, considered as the most important attributes, Excitement Attributes that necessarily catapults the customers’ level of satisfaction and Performance Attributes that aims at improving customer satisfaction. V. RELEVANT STATE MENTS TO THE SESSION The main advantage of the Kano model is that it opens and widens the reasoning of business organizations, putting more emphasis on the features of the product which improves customer satisfaction. Kano model stresses on customer judgment of a product or service in the market. The original developer of the model was Dr. Noriaki Kano in 1980s, where he raised claims that for a product to capture the customers it must have three attributes include threshold, performance and excitement attributes. Steps involved in successful implementation of the Kano technique include settling on the most important and essential features of a product or service that customers deem as important and crucial in satisfying their needs. The next step involves classifying the identified features as either threshold, performance and excitement attributes respectively. Other performances and non-relevant attributes require trimming in order to develop fully the threshold attributes. VI. C RITICAL ANALYSIS According to the article, the Kano theory aims at improving the customer’s level of satisfaction. As such, all business organizations aims at providing the best quality product or services to the people geared to winning their loyalty.  

Unemployment and Inflation Essay Example | Topics and Well Written Essays - 750 words

Unemployment and Inflation - Essay Example Other countries experience a large number of immigrants that other countries are hence causing this difference. Some countries have rigid protective labor legislation. This has made the employment rate to grow slowly in other industrial countries than other countries. Other countries have small or lack the land to do farming while other states do this business hence increasing the employment rate. The presence of different rules and regulation and different resource in this industrial countries contributes to the difference in the employment rates. 3.Inflation and interest rate Inflation causes the increase in the price of buying goods. Inflation is good for investment since it increases the price of the current investment hence making profits from it. Inflation is good for one who has invested and is selling it, but it is expensive for the buyer. The possibility of inflation rate typically increases the interest rate for borrowers the loans. The creditors are the ones who will get t he benefits of it since they will increase the interest rate hence getting more money that they can invest in the future. On the other hand, the borrowers will accept to take the loan with the high-interest rate simply because of the future inflation. The borrowers will be willing to pay a higher interest for them to invest and gain more when the inflation comes. At the end of it, the creditors will gain, the increased interest at that time will the borrowers will get more money in the future since the value of the investment will be higher.