Month: November 2019
Devastating Haiti 2010 Earthquake
Haiti 2010 earthquake was a devastating earthquake of magnitude 7. It hits near the densely populated area Port au Prince the capital of Haiti, the western half of the island of Hispaniola and other areas. It happened at 4:53 p.m. local time on Tuesday, 12 January 2010. It was as one of the most upsetting earthquakes globally. As per Encyclopedia Britannica (2016), the Haitian government counted approximately 300,000 were impacted, from them 100,000 died. Hundreds of thousands of survivors were displaced, building, and infrastructure damaged and over 1.3 million people became homeless. The earthquake was such a damaging event that Haiti count its loss by the number of people killed (Cavallo et al., 2010).
Haiti is the developing country in the Western Hemisphere, ranking 145 out of 169 on the UN Human Development Index (UNDP 2010). This disaster traumatized them more from socio-economic, health and psychologically vulnerable. Within 20 minutes gap, there had two aftershocks with a magnitude of 6.0 and 5.7 accordingly. This aftershock was three times more productive than a typical aftershock sequence in California. There had more than 50 aftershocks happened the next two weeks with different magnitudes. The earthquake produced due to pressure and tension across the boundary of Caribbean Plate. The North American Plate had released all in a sudden is another scientific reason.
The impact on Haiti life was mostly for their unpreparedness and their unplanned infrastructure. Haiti was not ready at all to face that challenge. The performance of the building was not up to the mark, was not earthquake resistance. The bridges and transportation were not that much modernized. The water supply was not enough, and the communication was too little as it was a developing country. So, after this shock, their situation became more vulnerable. The socio-economic impact was high where the struggled to recover the challenge. Researchers distinguish between emergencies, disasters, and catastrophes (Comerio, 1998), and from that aspect Haiti earthquake classified as a major catastrophe. The disaster made the Government broken. People losses their job, human traffic, student profoundly impacted.
Nevertheless, financial strength is the most critical part of a country to mitigate any disaster. Overall losses and damages from the earthquake are estimated between US$7 billion and US$14 billion (Cavallo et al., 2010). One of the significant impacts I think is to mitigate and recovery the health challenges. People impacted by Cholera and HIV which was another vulnerable situation. There had more diseases like the fever of unknown cause, malaria, tuberculosis, pregnancy complications. There had another issue was female's safety. Many females became pregnant and impacted by human trafficking. In this occasion, many UN staff losted as the had headquarter in Haiti, which is an international impact as well. Many different NGO, international donors, all raised their helping hands, donations, training, and health treatment. It was tough to come out regular life after facing such disaster. Human need money needs standard socio-economic strength. Awareness in every stakeholder is another key to responding to the disaster.
Disaster management is an immense task which is not country-specific so that learning can get from any disaster. Here, learning from a big disaster like Haiti Earthquake, as an emergency stakeholder wanted to find out some gap and the mitigation factors. What made them more vulnerable to the disaster? What can be the take away for future preparedness for any country? What is Haiti's current preparedness?
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Devastating Haiti 2010 Earthquake. (2019, Nov 27).
Retrieved November 3, 2025 , from
https://studydriver.com/2019/11/page/4/
An Issue of Stalin’s Genocides
Among international law, genocide is widely considered the most heinous criminal act a governing body can inflict upon a society. First coined by Raphael Lemkin in 1943, the term genocide denoted the intention to annihilate a group of the population by destroying essential foundations of life. To Lemkin, the term was a blanket label used to convey a serious violation of human rights, applicable to categories of social and political institutions, culture, language, national feelings, religion, economic means, personal security, liberty, health, dignity, and life itself. For decades before the adoption and recognition of this term, Soviet Russia (the USSR and its policing force the NKVD) was conducting lethal and nonlethal criminal acts against particular individuals who subscribed to national and ethnic identities at the order of their charismatic dictator, Joseph Stalin (Weiss-Wendt 2005). Stalin's power hungry regime sought to destroy civil liberties and inflict terror on the general public to ensure an anti democratic ideology (Goldman 2005). With rising tensions amongst Europe and Western Asia, state security concerns motivated Stalin's genocidal acts against the repressed people of the Soviet Union.
While Lemkin may have instigated the indictments for Soviet post-war counterinsurgency measures, his definition of genocide was too widely applicable for the UN to ratify. The UN believed his classifications for the destruction of political and social groups were not a violation of human rights, but rather, crimes of genocide dealt only with the physical and biological destruction of life associated with ethnicity and nationality (Weiss-Wendt 2005). For these reasons, many forms of Communist oppression went unrecognized as criminal acts due to claims of political rather than ethnic incentives. Condemned nationalities (Soviet minority nations) were labeled as social groups, and thus endured mass exile and deportation that often resulted in massive mortality due to unhygienic conditions and resettlement in remote locations with harsh climates. Stalin aimed to destroy these ethnic groups as viable and distinct cultures through a combination of mass exile and forced assimilation, (Pohl 2000, 268). Per the UN definition of genocide, such forcible removal was not considered criminal because the associated death with deportation was unintentional. A largely disputed act of perceived genocide on behalf of Stalin's regime was the 1932 Ukrainian Famine. The threat of Ukrainian nationalism, which I will later explain was detrimental to the suffering of these Soviet minorities, caused Stalin to invoke the Extraordinary Commission in Ukraine to take draconian measures, resulting in the confiscation of grain, vegetables, and meat that ensured starvation.
Stalin's pursuit of undermining the Ukrainian Nation has since caused scholars like Craig Whitney, a foreign correspondent for the New York Times, to conclude that the famine was intended as an instrument of genocide. Downplaying any specific ethnic factor in relation to the famine, the Soviets blamed a bad harvest for the lack of resources. Modern Ukrainian specialists, however, support the conviction of genocidal famine based on Stalin's prejudices (Marples 2009). It wasn't until years after exposure to Stalinism caused population displacement, denial of freedom, and mass scale killing, that Lemkin's definition was enforced in international law. While the narrative for Soviet genocide resonated differently in the memory of each state, the Baltic States of Estonia, Latvia, and Lithuania sought and procured legal justice for their endured genocidal deportation through the establishment of Articles 61.1, 68.1, and 71 of the ex-Soviet CC. Such articles extended legal protection to social and political groups (Pettai 2017). While the adversity experienced by vast populations of targeted minority groups has recently been acknowledged as empirical data, the motivation behind such cruel exploits continues to be a matter of interpretation.
Known as one of the most cruel genocidaires in modern history, Stalin's coldness in the face of human affliction likely stemmed from his rapidly increasing power over Western Europe and Asia. With the inherent trust of the Soviet Nation, and victories characterized by the destruction rather than liberation of small nations, Stalin's vainglory sent him on a power trip like no other. His sense of entitlement caused him to become hyper aware of society around him, and with anxieties about the possibility of war, he became dubious of surrounding states. This caused him to order executions based on the belief that certain minorities were incapable of digesting a great number of people belonging to a higher civilization, (Weiss-Wendt 2005, 552). Eliminating those that were unfit to prosper within USSR borders then provoked suspicions of conspiracy to collude with enemies. Stalin also uprooted and exiled/condemned Soviet Koreans, Finns, Germans, Karachays, Kalmyks, Chechens, Ingush, Balkars, Crimean Tatars, Meskhetian Turks, Georgian Kurds, Khem Shils, and Pontic Greeks, asserting they were inherently treasonous and disloyal to the Soviet State, (Pohl 2000, 267). Although presumptuous, Stalin was not completely unwarranted in his suspicions. After the Battle of Stalingrad, many of the resettled Kalmyks retreated with enemy German forces. This hasty decision was grounds for the abolishment of the Kalmyk Autonomous Soviet Socialist Republic at the hands of blood thirsty Stalin (Richardson 2002). As a result of his deportations and executions, Stalin felt a sense of distrust from his subordinates that sent him into a paranoid frenzy. He suffered from a paranoid delusional system... in essence, an entire mythological structure of traitors and spies was constructed to satisfy the boss's fantasies, (Naimark 2012, 106). While Stalin's previous fears of potential policy adoption, reflecting national-in-form but socialist-in-content ideologies, made him suspicious of non-Russian Soviet republics, this new paranoia made him suspicious of even his closest confidants (Marples 2009). Stalin was constantly on the hunt for two-faced party members who strongly supported Stalin and his regime on the surface, but were in fact spies and and agents of foreign powers. Coupled with his extreme xenophobia, Stalin's constant fear of infiltration fueled irrational criminal acts with morbid consequences (Naimark 2012). The security of the state, and his own power, set foundations of distrust amongst the Soviet Union, with a major byproduct being mass casualties.
As his administration was strengthened through the repression and oppression of Soviet minorities, Stalin counteracted distrust amongst his people through forced trust and established state-to-citizen kinship. Goals of emotional mobilization, disciplining, and management of disparate groups and individuals characterized the emotional regime of Stalinism. Using trust as a precious resource that signified social status, the mechanisms of inclusion and exclusion established through inequalities provoked individuals to seek close social relationships with the government. Trust granted by the party was seen as a kind of insurance that provided feelings of security and stability and the sense that the future was predictable, (Tikhomirov 2013, 79).
While his regime epitomized terror that led to a society of inherent distrust, Stalin saw the importance of gaining public trust to safeguard his expectations of complete capitulation, fealty, and loyalty. He made government and police authorities open to contact with the public and assured congruency in political and social communication. This aroused feelings of paternalism within the Soviet Union that led denizens to see Stalin as a trustworthy father figure rather than the sadistic oppressor he was. Stalin's deliverance of a happy life created emotional bonds that advanced notions of unwritten rules and informal practices as being more binding than codified laws and expressly stated rules. This propaganda presented representations of prosperity and well being [that] concealed the realities of poverty, deprivation and need, (Tikhomirov 2013, 108). This Bolshevik sphere of trust bred individual realization of one's own weaknesses and consequent need to recognize authority which forced more trust toward the state than one's own family. Political kinship superseded hereditary ties, rendering each family subordinate to the interests of the big family of the people. The implementation of collective responsibility was also crucial to the widespread trust in the Soviet Union; it held groups responsible for the actions of individuals, leading to conformity, loyalty, and subordination among socially differentiated groups of the population (Tikhomirov 2013). The Kalmyk ASSR provides an exemplary case. Fourteen years after majority of the Kalmyks retreated Stalingrad with German forces, Stalin relocated the remaining population back to their ancestral homeland. Because of the individuals who fled the Soviet Union, the remaining Kalmyks were punished and scrutinized, however, Stalin's mercy and trust in the ASSR provided the opportunity to show gratitude to the state in the form of assimilation and cooperation. This deprivation of the Kalmyks' right to complain is labeled the Fiction of Friendship (Richardson 2002). In the Soviet case, distrust propagated forced trust in the government for fear of being victimized by Stalin and the NKVD. Repressive policy of exclusion became an important tool for measuring trust/distrust in, and outside of, the USSR's borders, justifying extensive punishment of enemies as state security concerns. Such elements of trust allowed the genocidal practices of the Soviet Union to go undisputed in the prime of Stalin's destructive reign.
ENEMIES WITHIN
Within its anthropological context, Stalin's genocides are widely debated due to the cultural relativism of human rights. The facts and data used to examine the Soviet Union's cruel acts against minority groups are understood to be relative and subjective to the perspective of the examiner. While majority of people can agree Stalin's actions were a criminal violation of human rights, the notions of genocide and social norms of Soviet Russia differ greatly from modern humanitarian ethics. By attaching moral meaning to such historical records, the application of historical revisionism disables any ability to judge the genocides committed during this time; only investigation and analysis warrant an anthropological study (Wilson 2005). The significance of this approach is merely the international law reform that came as a result of investigating Stalin's regime. Neutral and inclusive definitions of what should be considered genocide are problematic because of the momentous political choices they can justify. Genocide is more recently considered a legal instrument designed to prosecute and convict people, ignoring the causes and mechanisms of mass killings and population displacement. The law associated with genocidal allegations reduces complex histories to defective legal templates, and thus distorts them. However, modern inquiries have yielded data that showcase genocide as centrally motivated by state concerns (Ferrara 2015). Various centrally organized punitive actions and their jarring implementations illustrate the extent of Stalin's terror and the organizational, psychological, as well as political means of self-destruction brought about by Stalinism (Goldman 2005). Through copious personal recounts, meticulous quantitative data, and thorough legislative policy, it has been proven Stalin acted unethically toward marginalized, repressed, and disenfranchised nations in the name of the Soviet Union and its prosperity.
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An Issue Of Stalin's Genocides. (2019, Nov 26).
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https://studydriver.com/2019/11/page/4/
Holodomor: the Ukrainian Genocide
Ukraine is a country in Eastern Europe. Excluding Crimea, Ukraine has a population estimated around 42.5 million. The capital of Ukraine is kiev, which is also its largest city. The official language of Ukraine is Ukrainian. Ukraine is also the largest country entirely in Europe. The dominant religions in Ukraine are Eastern Orthodoxy and Greek Catholicism. Ukraine has very fertile soil with extensive farmlands. But the country suffers from high poverty rates and severe corruption. In the following essay will be about the Holodomor genocide the problems leading up to it, how the survivors of the genocide lived through the situation and were able to live and finally it will be about how Ukraine is present day and how the genocide affected the country.
Ukraine has very fertile lands which made it one of the highest grain producers of Europe. Ukraines population consisted of mostly farmers which were 80% of the population. These factors are what drove Joseph Stalin who was ruler of the Soviet Union who planned to starve the Ukrainians to death. Another reason why he did this was to eliminate a Ukrainian independence movement. Stalin rejected outside aid, and confiscated household food items. This genocide is similar to the Holocaust because of their very high death tolls with Ukraine having a estimate of over twelve million deaths and the Holocaust with six million deaths. Stalin forced farmers to make grain or they would be killed. Stalin did this so he could be able to feed his population. Peasants were forced to transfer land and livestock to state-owned farmers and that is where they worked as day-labourers for payment.
One survivor of this tragic event was Pavlo Rozhko. He is ninety-seven now, but when the famine occurred he was eleven. Rozhko said that people were scared and wound hide from each other. Rozhko also said those who were standing on their feet lived on whatever they can find a bring home. To survive they would eat leaves, tree bark, nettles or whatever nature provided them because the soviets took their lands and any piece of food they had. This is similar to the Holocaust in way that they had to do anything to survive and get food. The genocide affected Rozhko in a very negative way. Rozhko lost his parents, family members, friends and many more to starvation. Maria Vivcharyk, another survivor of the genocide was 8 years old at the time. People would come to Maria’s in western Ukraine and they would save them. A man or woman would come into their house dripping wet and they would change their clothes and wash them. They did not give them food immediately, only tea and dried bread because they could die if they ate too much, they were so starved.
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Holodomor: The Ukrainian Genocide. (2019, Nov 26).
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https://studydriver.com/2019/11/page/4/
Dress Code, Good or Bad
Dress code, good or bad, is a uniform better? Dress code is the requirement of what parts of your body can and can not be showing in school. Some people believe that it restricts how a student can express their individuality. Some say that it’s impossible to get dress coded in uniform, it’s definitely not impossible to get dress coded in uniform, just harder. Dress code has some over all sections that are just not acceptable.
When in dress code, your shorts and or skirts are longer than your arms, that follow the “fingertip rule”. For both boys and girls, have to wear shorts or skirts down to their knees, and above their hips, meaning no sagging. Girls cant have parts of their bras showing, and neither can have their midriff showing. Girls like to wear leggings, it’s a fact, but the leggings have to be covered by a dress or a long shirt. Jeans are acceptable unless they have ripps above the knee. Undergarments can’t be showing, and for shoes, you can’t wear heels because its a safety hazard during fire alarms.
When it comes to expressing your individuality, I disagree with the fact that a student can’t express themselves with a dress code, a student can express their individuality without showing their midriff to everyone, or letting other students your underwear. While I agree with North Atlanta High School’s online petition saying “reprimanding females for dress code gives the notion that they are responsible for prioritizing boys’ focus in school.” some females take it to far. From wearing crop tops with barley passing dress code skirts with 9’’ heels. Some girls are just wearing what is comfortable, but it just happens to be a tank top, but girls get dress coded when they are just trying not to overheat. When boys sag their pants they are showing their gym shorts underneath, or their underwear, but they are not showing who they are completely as a person by following trends.
It’s a lot harder to get dress coded in a uniform, than just a normal dress code. The only ways you could possibly get dress coded in a uniform is if a skirt or shorts are too short, or if too many buttons are unbuttoned on a shirt. When there is only a dress code, there are very many ways to get into trouble, skirt or shorts are too short, so many holes in your jeans there's more leg than cloth.
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Dress Code, Good Or Bad. (2019, Nov 26).
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https://studydriver.com/2019/11/page/4/
Uniforms are Undeniably
In view of Wilde's (Nov 3, 2017) article in the 1980s, government-funded schools were frequently contrasted ominously with Catholic schools. Wilde (Nov 3, 2017) taking note of the apparent advantage that regalia gave up on Catholic schools, some government funded schools chose to receive a school uniform strategy. Alluding to the article "Improve"? Wilde (Nov 3, 2017) suggests that President Clinton gave force to the school uniform development when he was cited in his 1996 State of the Union discourse, "On the off chance that it implies adolescents will quit executing each other over fashioner coats, at that point our government funded schools ought to have the capacity to require their understudies to wear school regalia."
Uniforms are undeniably less difficult for administrators to approve than attire directions says Wilde (Nov 3, 2017). Consider two late instances of understudies testing attire guidelines through the courts specified in this audit. Improve Schools? Wilde (Nov 3, 2017) writes in her article ("Do Uniforms Make Schools Better"?) that for the most part, attire bearings are impressively less prohibitive than uniform procedures. In cases, dress writes are required to control school irateness and upgrade scholastics. Some may address, why are they not furthermore overwhelming in the middle and right-hand schools, where these targets are corresponding as basic as in review schools? In the wake of taking a gander at Brunsma's examination, Wilde found that he assumed that he found it madly in a general sense all the more difficult to complete prepares in optional schools, and altogether focus schools, for understudy security is a ton higher.
Members Marian Wilde's (Nov 3, 2017) article Uniforms versus Dress Code, relies upon the investigation of Virginia Draa, David Brunsma Rowman and Littlefield Education, and Barbara C. Cruz as far back as decade has been established on how, schools, watchmen, and understudies have clashed over the issue of controlling understudy garments. Wilde's (Nov 3, 2017) consider consolidates 2007, a case including an antagonistic to Bush T-shirt in Vermont, against a gay T-shirt in San Diego, and Tigger socks in Napa, California, progressed through the courts, influencing various to contemplate whether this common contention will ever be settled. Evaluations and Measures Meanwhile," Do Uniforms Make Schools Better?" There are some that would agree and some that would vary and are divided over the measure of an impact if any dress systems have on understudy learning. Wilde's (Nov 3, 2017) references her structure to a 2004 book which advances the guard that garments doesn't upgrade school prosperity or educational lessons. Close by a current report, in which on the other hand, demonstrates that in some Ohio auxiliary schools' regalia may have improved graduation and interest rates, but no overhauls were seen in insightful execution.
The advantages and disadvantages of school regalia Wilde's (Nov 3, 2017) reports take a gander at the people who fight that school clothes ignore an understudy's qualification to the adaptability of enunciation and that uniform is fundamentally a Band-Aid on the issue of school severity making understudies an objective from various schools, Wilde (Nov 3, 2017) makes. Wilde's (Nov 3, 2017) report similarly recommends that the people who negate regalia unequivocally assume that outfits are a cash-related weight for poor families and are uncalled for the additional cost for watchmen who pay charges for a free government financed preparing and it's difficult to actualize in the state-supported instructive framework.
A couple of gatekeepers and study fight that dress is an adaptability of enunciation and gives an understudy a character (Wilde Nov 3, 2017). What's a uniform? Wilde's (Nov 3, 2017) investigate about assumed that one school may require white direct shirts and ties for energetic partners, wrinkled skirts for young women and coats improved with the school logo for all. In the occasion that dresses sorts are relied upon to control school ferocity and upgrade scholastics, why are they not all the all the more overwhelming in focus and assistant schools, where these destinations are about as crucial as in study schools? Wilde (Nov 3, 2017) furthermore observes that Toledo female understudies are allowed a really far-reaching blend of dress things, in any case: pullovers, polo shirts with collars, turtlenecks, skirts, jumpers, slacks, and knee-length shorts and skirts. What is Dress Code? Marian Wilde (Nov 3, 2017) proposes in her article ("Do Uniforms Make Schools Better"?) that for the most Wilde (Nov 3, 2017) derives part, clothing controls are altogether less prohibitive than uniform techniques. Once in a while, all things considered, clothing bearings are about as strict, as in light of a school in Napa, California.
Wilde (Nov 3, 2017) says that this specific school's dress standard expected that understudies would wear strong tones and kept pictures or logos on pieces of attire. Precisely when an understudy was sent to repression for wearing socks enhanced with the photograph of Winnie-the-Pooh's amigo Tigger, the young lady's family sued the school territory for hurting her privilege to talk energetically. In August of 2007, the district nitty gritty it would extricate up its clothing standardfor the presentto permit pictures and surfaces other than strong tints. Wilde (Nov 3, 2017) found that the zonedirector while surrendering that denying pictures on pieces of attire raises worries over the restraint of political and religious talk, articulated his target to move soon toward executing formal clothing in the locale. Dress Conduct Misconduct Outfits are unquestionably less intricate for managers to favor than clothing controls. Wilde (Nov 3, 2017) also determines the route that in June of 2007, the United States Supreme Court kept up a lower court's choice verifying a Vermont understudy's privilege to wear a T-shirt depicting President Bush included by prescription and alcohol pictures.
Wilde's (Nov 3, 2017) article demonstrates that in March of 2007, the Supreme Court "surrendered" or put aside the choice of a lower court keeping up a San Diego discretionary school's suspension of an understudy for wearing an adversarial to a gay T-shirt. Results Inspectors at the University of Nevada, Reno, had discovered that 1,350 seventh and eighth graders considered the change after a school uniform strategy was executed in three Nevada center schools in 2008 and 2009. This is clearly as demonstrated by Wilde's (Nov 3, 2017) report, Do Uniforms Make Schools Better? Result 1 "Uniform versus Dress Code" According to Wilde's (Nov 3, 2017) disclosures, 90% of understudies, revealed that they disdained wearing uniform. In any case, other information demonstrated more nuanced happens. Fifty-four percent of understudies concurred that disregarding all that they had their character while wearing a uniform, while half concurred that outfits spared their families cash. Regardless, just forty-one percent of understudies concurred that there was less group inclusion at their school after outfits were required (Wilde, Nov 3, 2017).
Result 2 "Do Uniforms Make Schools Better?" Be that as it may, Wilde (Nov. 3, 2017) reasons that when the specialists inquired about school and neighborhood police records and stood out them from the earlier year's information, prepare referrals were down 10%, there were sixty-three percent less police log reports, and sprinkle painting, battles, and pack related movement were all down. Conclusion All in all, considering, the stress is that another case is a mounting strain to create articles of clothing benchmarks for educators. "Garbs versus Dress Code" Obviously, the same pleasing perspective toward uncovering outfits are bouncing up in the spots of our teachers.
Wilde (Nov 3, 2017) writes in her article (" Uniforms versus Dress Code") that for the most part, clothing bearings are significantly less prohibitive than uniform approaches. Since, says Brunsma, "It's frantically on an essential level all the more difficult to complete prepares in optional schools, and broadly focus schools, for understudy assurance is a ton higher. The open contemplating over school attire" Wilde (Nov 3, 2017), uniform in state-financed schools joins different more noteworthy issues than precisely what young people should wear to class. It tends to issues of school change, an open entryway for articulation and the "way of life wars." It's no colossal wonder the down to earth talk exhaust on.
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Uniforms Are Undeniably. (2019, Nov 26).
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https://studydriver.com/2019/11/page/4/
Safety Challenges and Concerns
Magnetic resonance imaging (MRI) is a widely used diagnostic modality. Both hospitals and standalone imaging centers offer the services. According to the FDA, while MRI is considered a safe modality, there is an underlying potential for injury to patients due to the strong electromagnetic (EM) fields used in MR scanning (Sunder Rajan, 2018). When any medical procedure is preformed there is always the potential of risk to the patient; however the magnetic resonance (MR) environment poses potential risks to patients, technologist, accompanying family members, other health care professionals and basically anyone that could somehow gain entry to a magnet room.
There are both regulatory and accreditation requirements that must be met to preform MRI exams. The Center for Devices and Radiologic Health (CDRH) is the branch of the United States Food and Drug Administration responsible for the premarket approval of all medical devices and well as overseeing the manufacturing, performance and safety of these devices (Sunder Rajan, 2018). The American College of Radiology (ACR) is responsible for the MRI Accreditation Program which evaluates staff qualifications, quality control, MR safety policies and image quality (American College of Radiology, 2018). The safety policies are set in place, but fail when employees or patients are noncompliant.
Safety challenges and concerns
The challenge with MRI safety is that a complete and efficient screening procedure has yet to be implemented. A strong MRI safety program requires that radiology, patient safety, facilities management and biomedical engineering collaborate to enforce the safety procedures put in place are followed. Understanding of the potential risk involved with a giant magnet is vital to preventing accidents, training of all employees, even if they do not work in the magnet environment is required and that training needs to be annually reviewed. The technology today is always changing and it is important that the updates are shared as soon as available.
MRI safety is a constant concern, despite annual training videos and reminders; there are still accidents or incidents involving the MRI magnet. Implanted devices, ferris metal, non MRI safe equipment, patient screening, noncompliance and ignorance are all human or pilot error. There are numerous incidents reported every time something enters the magnetic field that should not have made it through the screening process. Following review of the incident reports, emails and updated policy information is sent out to the entire company. Yearly documented and updated training is provided in groups and requires all employees' compliance. The violations included are the fault of both patients and employees as written and posted protocols were not followed or were ignored. It is important that every individual that enters the MRI zones are properly screened for contraindications i.e. pacemaker, hearing aids, aneurism clips, anyone in the MRI suite is at risk as the magnet is never turned off.
Besides attracting metal objects that can fly inside the scanners and injure patients, they can disrupt the functioning of some cardiac pacemakers and other implanted electronic devices, even those made of metal that is not attracted to magnets (Mcneil, 2005). The Joint Commission is an independent group in the United States that administers voluntary accreditation programs for hospitals and other healthcare organizations. The Joint Commission standards function as the foundation for healthcare organizations to gauge and enhance their performance (The Joint Commission, 2017). Items are tested and classified with a rating of MR Safe, MR Conditional and MR Unsafe, and then all items are labeled with specific stickers stating their classification. The area leading up to a magnet room is divided into safe zones. Since the magnet is never turned off, the magnetic field extends into three dimensions and then classified into zones based on their purpose and distance from the magnet. Signs are also posted to alert everyone of what zone they are in, but most of the doors leading to each zone are secure and require a qualified person to enter the area.
Proposed initiative for MRI Safety
The challenge with MRI safety is that a foolproof, complete and efficient screening procedure has yet to be developed. A strong MRI safety program requires that radiology, patient safety, facilities management and biomedical engineering collaborate to enforce the safety procedures put in place are followed. Addressing MRI safety issues and requirements pre-service and developing protocols and procedures to support the safe use of MRI will prevent adverse outcomes or incidents at time of service.
Current protocol and procedure
?An important aspect of protecting patients and individuals from MR system-related accidents and injuries involves an understanding of the risks associated with the various implants, devices, accessories, and other objects that may cause problems in this setting(Shellock R & D Services, 2017). There is a procedure that the staff follows that seems quite simple. Preliminary interview of patient, change patient into MRI safe attire, screen patient with metal detector or with hand held detector in the case of stretcher bound patients. The number of times a foreign body makes it into the magnet itself is a case that needs to be reported.
Reports generated from the data submitted from the incident reports can help to narrow down where there is a breakdown in the process. Those reports can also provide continuous data that can shed light on when the incidents occur, if it's the same personnel involved, time of day or even the staffing numbers at the time of the incident. The control limits set are rigid and not negotiable; something is safe or unsafe so the result will be easily traced to a root cause. I think by having all individuals that are allowed into the MRI suite wearing the gender neutral green scrubs signals go to the technologist that initial screening has been completed and all safety protocols have been met. As is always the case the technologist is the last line of defense before entering the magnet room (Trudeau, 2018).
Proposed initiative
The initiative I propose would work along with the MRI screening sheets that are already in use today. Putting focus on communication in the hospital setting and on the MRI screening form that is completed by every single individual prior to entering the MRI suite, I purpose that every person be provided with a set of ferromagnetic free scrubs, green in color. By the time a person is provided the green scrubs, it would be known that the patient has passed at least 2 screenings. The documentation that is recorded on every patient and ensures all the safety questions have been asked and any implant documentation has been researched and documented as safe would be available in the patients' medical record (Trudeau, 2018).
By giving consumers a sense of a health care provider's processes and commitment to providing safe and high-quality care. Structural measures would be indicative of a quality outcome. The standard in providing practice policies is more effective with clear concise direction to all departments in the form of documentation; to be reviewed and signed off would ensure the information is shared. Installing software that sets alerts during the preliminary scheduling portion would create a time out before being allowed to continue with the registration for the appointment. The scrubs would not be issued until all screenings have been completed and reviewed.
Following the patients study, they are provided with a quality survey. Analysis of the qualitative data obtained from the patient surveys would give information on the level of quality care received. Patients would express their feeling of safety and how they were treated.
Provided all steps are completed and compliance is documented, there should be an uneventful experience. The organization performance should be both effective and efficient. In the event that an incident occurs, then those results would be recorded on the detailed incident reports submitted after the occurrence. Quantitative data obtained from the reports provides connected data that concludes with results and recommendations on how to prevent the safety incident from occurring again.
Health Information Technology is important to support the patient's history and their electronic medical record. In today's healthcare market, where patients have a choice on where to have their medical services performed, it is critical to have access to the patient's records no matter where they choose to have their care. Medical history in regard past surgeries or implants is critical when screening for an MRI procedure.
Success of Initiative
Should this initiative be successful, the financial implications would be sector specific so the initial investment would be required from the department and organization. The organization would require an initial investment in the purchase of the ferromagnetic free specialty scrubs and then maintenance in the form of providing laundry service and replacement scrubs when necessary. The cost would benefit the organization with the decrease in the risk of safety incidents occurring in the MRI environment.
The existing information management system already contributes to success of the proposal by assuring there is a minimum knowledge base for people charged with the responsibility of patient safety in the MRI environment. Safety in an MRI environment requires both proactive and reactive safety measures. Current data that is being gathered in the form of the incident reports provide a view of where the weakness in the followed protocol. Being proactive comes down to two things: training and risk assessment.
Organizational processes that will permit continued viability of the performance improvement include continued risk management. Benchmarking is not a one-time review of operations but a continuous process (Ross, 2014). Safety is something that not easily benchmarked because of new discoveries and improved processes. By disregarding even one safety measure that is in place, could be detrimental to the patients' health. Inefficient communication in health care is just unacceptable. Providing the minimum safety training to all personnel, screening of the patient, controlled access to the MRI suite and identifying higher risk patients all are included in the current safety procedures and help to prevent mistakes in decision making. There needs to be objective indicators of performance to assess the initiative. Detailed continued reporting of incidents that occur after the initiative begins and then compared to the data pre-initiative over time would show if there is improvement or worsening.
Conclusion
Interdepartmental communication is vital to the success of the initiative. We need to ask the right questions to assess the risks. Are we correctly identifying the risks? Are we correctly responding to the risks? What part does each staff member play in assuring the quality care and safety for every patient? Practice policies are preformed recommendations on treatment based on the level of information known about medical outcomes and patient preferences (Ross, 2014).
It is important to raise the awareness of the safety risks and risk response actions. MRI incidents include more than the obvious projectile force on ferromagnetic objects. There are other risks involved like peripheral nerve stimulation, acoustic noise and thermal effects. Implementing utilization of the ferromagnetic free protocol would require that all parties find the new dress code easy to follow and beneficial (The Workspace Advantage, 2018). Providing and enforcing clear and concise policies and procedures and increased training to anyone that is involved with the patients care would be shared between the organization and the MRI department. Patient safety is everyone's responsibility so communicating with MRI staff is vital if there is any question about the safety of entering the MRI environment.
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Gettysburg Address at the Solder’s
Abraham Lincoln gave the Gettysburg Address at the Solder's national cemetery on November 13, 1863 (Biography.com). Lincoln did not attend much school growing up. He mostly learned everything he knew from reading books. His parents recalled him walking miles just to get another book he could read (Biography.com). When he got older he decided that he wanted to become a lawyer, so he taught himself by reading William Blackstone's Commentaries on the Laws of England and eventually began to practice law at John T. Stuart law firm (Biography.com). After many years of being a lawyer, Lincoln started to make a name for himself in politics. He served on various county seats in Illinois and even served on the house of representatives from 1847 to 1849 (Biography.com). After making a name for himself in politics, Lincoln decided to run for president in 1860. He ended up winning the republican nominee and went on to win and became the 16th president of the United States of America.
The Gettysburg Address was given in front of mostly white males, but the speech was not just meant for them it was meant for the whole nation. Before Lincoln's inauguration in 1861, seven states from the south seceded from the United States and formed the Confederacy because of the growing political and social issues that formed over the half century. This started the Civil War between the Union and Confederacy that lasted for over 4 years. One of the most decisive and bloodiest battles over the whole war was the battle at Gettysburg in July 1863.
This battle lasted for a couple of days and took the lives of many solders from both sides. A couple of months after the battle, Lincoln was invited to the opening of the National Cemetery and was asked to give a speech. His speech only lasted two minutes but it became one of the most important speeches in American history. Lincoln's speech puts the Civil War in perspective as a test of the success of the American Revolution. The nation that was created and had said that All men were created equal, was fighting a war to determine if that was true. This speech not only showed honor to all the fallen soldiers, but it also inspired people into believing in the war effort to preserve a nation of freedom. This speech increased the morale of all the people and soldiers in the union and helped to win the war.
The reasons why this speech is reliable is not just because of its meaning, but because of the person speaking it. Abraham Lincoln was a very well-educated man and was the sixteenth president of the United States of America. This made his words mean that much more to a nation that was in the middle of a civil war. He gave many people hope and made them believe that they could get through this war and in turn become a better nation from it. Also, through his speech one can tell how the society was and what it was like during the war. This war took a toll on the nation as men were leaving for battle and leaving their wife's and children at home to do the things they usually do. Due to this big change, women had to step up and take on the many of the men's jobs like factory work, tending to the farm, and other things men usually did. Also, because of the war, the demand for food went up and that made it much harder to get food because most of it was going towards the war effort.
Many people view the Gettysburg Address as one of the most important speeches in American history. The reason is because of the way Lincoln spoke about the values of human equality and how every man was equal no matter their color, while also bringing in many values from the Declaration of Independence. He also told about the struggles of the Union during the Civil War, but also said the struggles that the whole nation was going through was for the birth of a new nation. One that was based on freedom for all, no matter your color. This speech ultimately helped the Union to win the war.
This speech means a lot to me because, I believe that the United States is a place where anybody can come and live without the fear of being persecuted because of their skin color, religion, or their beliefs. I believe this speech is the greatest speech in American History. The Gettysburg Address was the decisive instrument that bound the wounds of a torn nation. The war pitted brother against brother, and President Lincoln used this declaration to apply healing which cured hatred and disrespect.
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Biographical Data on Isaac Newton
Isaac Newton, born on Christmas day 1642, was a physicist and mathematician who lived in Woolsthorpe, Lincolnshire, who developed the principles of modern physics, including the laws of motion and gravity, he is credited as one of the greatest minds of the 17th century Scientific Revolution. What he is best known for in physics is, his three laws of motion, the basic principles of modern physics, helped him come to his formulation of the Law of Gravity. In mathematics, he was the original discoverer of the infinitesimal calculus.
As a child Isaac didn't really have a mom and dad. His dad died two months before his birth, and right after he turned three years old his mother remarried, moved away, and put him in the care of his grandmother. After a basic education in local schools, at the age of twelve he was sent to the king's school in Grantham, England where he lived with a pharmacist named Clark. Newton became very interested in Clarks work. He always used Clarks chemical library and laboratory, and built mechanical devices like floating lanterns, sundials, and even a windmill run by live mice. After Isaacs stepfather died his mother moved back to Woolsthorpe, and pulled Isaac out of school to help run the family farm. After realizing farming was not what he wanted to do, at the age of nineteen he enrolled into Trinity college, Cambridge, England, then in 1665, when he got his bachelor's degree, he decided to stay and get his masters, but an outbreak of the plague caused the university to close, so Newton went back to Woolsthorpe, and starting performing basic experiments for his new theory on gravity.
During his lifetime Newton got a lot of honors and awards for his achievements, some of them being, top mathematics professor at Cambridge University to even being admitted to the Royal society in 1672. The physicist was elected the group's president in 1703, and each year thereafter, until his death in London, 1727. The Royal Society is an academy of scientists started in the 1660s by King Charles II. Thanks to Newton's political connections, he was elected to Parliament twice from the University of Cambridge in 1689 and 1701. Another one of Newton's huge achievements was being only the second scientist in the world to be knighted. As leader of the Royal Society, Newton exercised his powers to punish counterfeiters and in 1717 in the Law of Queen Anne he moved the Pound Sterling from the silver standard to the gold standard. In 1705, Newton was knighted by Queen Anne. Sir Isaac Newton was the second scientist to be knighted, after Sir Francis Bacon.
So in conclusion Sir isaac Newton was a man whos impact on science and mathematics was impressive. He is responsible for the theory of gravity which states that that every mass attracts every other mass in the universe, and the the gravitational force between two bodies is proportional to the product of their masses, and inversely proportional to the square of the distance between them. He is also responsible for tools still used today like the reflecting telescopes which lead to better. more clear images and a cheaper to build design.These innovations and proposed theories are considered to be the bases of scientific thought and are still important now as they were back then.
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Rms Titanic was a British Passenger Liner
RMS Titanic was a British passenger liner on the largest ship of her time. She sank in the North Atlantic ocean in the early hours of April 15, 1912, after colliding with an iceberg during her maiden voyage from Southampton to New York City. Over one thousand five hundred people died in one of the deadliest commercial maritime disasters in modern history.(RMS Titanic np) Most of the deaths were mainly from third class and particularly the men. This comes off as suspicious to many researchers and made them wonder, does your social class affect your survival chance?
The Titanic is defined as,¨ A British luxury liner that sank after colliding with an iceberg in the North Atlantic on its maiden voyage in April, 1912, with a loss of one thousand five hundred seventeen lives.¨(Titanic np) This liner was owned by White Star Line and was the most luxurious of its time. This was White Star Line's largest ship and was going to be their superstar. That all changed in April of 1912.
This paper was made to show how social class and money was a big factor on if you got to survive on Titanic. It will show how back then, money meant everything, even life or death. Did first class get luxury and safety, or is that just a common myth. That is what this paper will tell you, how did the deaths on the Titanic vary from social class to social class?
Everyone on the Titanic was sorted into different social classes. A social class is,¨ A broad group in society having common, economic,cultural, or political status.¨(Social Class np) Social classes on the Titanic could be sorted into three different classes. These classes were first class, second class, third class, and crew. First class is,¨of the highest or best class or quality, best -equipped and most expensive, and given entitled to preferred treatment, handling, ect.(Titanic np) There were around three hundred twenty five first class passengers on the titanic including one hundred seventy five men, one hundred forty four women and six children. They were some of the richest people of their time. First class got all of the amazing amenities of the Titanic but for a cost. A single birth first class stateroom would cost back then, thirty pounds or one hundred fifty dollars.(Tickets np) They would get all of the first class amenities. More wealthy passengers could buy a parlor suite. These suites cost around eight hundred seventy pounds or four thousand three hundred fifty US dollars. (Tickets np) These rooms were very large and luxurious.
The next class down on the Titanic was second class. Second class is,¨of a secondary class or quality, and,¨ second rate; inferior.¨ (Titanic np) There were two hundred eighty four passengers in second class. (survival np) Second class staterooms were very nice for their time. These staterooms cost around twelve pounds which is sixty US dollars. (Tickets np) The second class passengers didn't get as many nice amenities as the first class passengers but they still got very nice amenities.
Third class passengers were the lowest social class of all. They were very well known to have the nickname, steerage. They are,¨of the lowest or poorest class or quality; inferior.¨ (Titanic np) The third class passengers were usually very poor and weren't considered real gentlemen or women. Their staterooms cost anywhere from three to eight pounds or about forty US dollars. They were known to talk in the main lounging area for their type and play deck games on their deck.
The final big chunk of people on the ship that fall under many social classes are the crew members. The crew are,¨ The people who sail or operate a ship or boat.¨(Titanic np) There were many different crew members on board including the captain, the officers, the deckhands, the maids, the engineers, the security, and many more. These were the people who saved many lives and ran the ship. If it weren't for them, many more people would have died that night.
On that tragic night of 1912, many people unwilling fully lost their lives. Over one thousand five hundred people lost their lives.(RMS Titanic np) But if you crack down the numbers into classes a little bit more, you can see something interesting, but that will come later.
From the first class passengers, sixty one percent survives and thirty nine percent died.(Survival np) Out of those numbers four women died but three voluntarily stayed on the ship. Out of the second class passengers, forty two percent survived and fifty eight percent of them perished.(Survival np) Out of the deaths, fifteen of the ninety three women died.(Survival np) Of the third class passengers, only twenty four percent survived and the other seventy six percent died.(Survival np) Out of the deaths eighty one out of the one hundred seventy nine females died.(Survival np) Out of the crew, twenty four percent survived and seventy six died.(Survival np) There were not many children on board the Titanic but the death results are sad. Out of one hundred and nine children,there was one death in first class, zero deaths in second class, and fifty two deaths in third class.(Survival np)
The survival chance of the passengers could be determined by their social class. When the call was made by the officers to have the passengers board the lifeboats the first and second class passengers could get to the boats first. The Titanic had specific decks for specific social classes. Second and first class shared a deck and that happened to be where the lifeboats were located. The first and second class passengers could go up a flight or two of stairs and be at the boats. That was not the case for the third class passengers. These passengers had to navigate through a maze of corridors and staircases to get to the boat deck, and by then, it was to late. It was not easy for the third class passengers to get up to the boat deck and that was not fair for them.
The officers made the call that women and children were to board the boats first. On both sides of the boat women and children had to board first but on one side of the boat let men on if there were no more women in sight. However both sides would let some elderly first class men on the boats, but many of those men gave up their seats for women. Those men were considered real gentleman, and went down with the ship.
One of the biggest controversies of the Titanic was if their were gates blocking third class passengers from getting up to the boat deck. There have been many statements about gates being located in the lower decks of the Titanic blocking third class passengers from getting up. White Star Line had denied that the blocked the passengers from getting to the boats. They said that they used the gates for immigration reasons.
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The Biggest Ship
Even though the Titanic was considered the biggest ship in the world during its time, there are cruise ships sailing the oceans twice the Titanic's size in today's world. It was also called the Unsinkable referring that the ship was not able to sink in any circumstance. Unfortunately it did. The Titan is how the Titanic originally got it's name. It was the biggest ship in the world at the time and The Titanic started to be built in the year 1911 and was finished in 1912. Therefore it took 3 years for this steamship to be completed. This ship was luxurious, British and it was part of the White Star Line. It took approximately 7.5 million dollars for the Titanic to be built In 1912 and if it was built now it would've be around 172 million dollars in total.
The ship was 882.5 feet long and it weighed 46,329 tons (Tikkanen). The nickname the Unsinkable was thought of because the way the ship was built. For example the ship had sixteen watertight compartments(Titanic) and if they started to flood they would close automatically. The steamship would still been able to stay afloat if four of the compartments were filled. Tragically, six of those compartments filled up after crashing into an iceberg and the ship could no longer withstand the weight of the water inside. That is how it got it's nickname, the Unsinkable (Titanic). Titanic was built by over 15,000 men and at least eight of them died in the process because the conditions were dangerous. The four funnels of the steamship were built in a different location and were later brought to be installed on the ship. Only three of the funnels had a purpose.
The fourth one was added to make the Titanic more powerful. Including that is had three gigantic propellers and were operated by steam. Overall the ship was made out of steal and iron. In today's world, those materials would be to weak for a ship. (Titanic Construction). As soon the ship was completed it set sail for its maiden voyage. It left Southampton, New England and headed to Cherbourg in France which was the ship's first stop. Then to Queenstown, Ireland, and the last destination was New York (Tikkanen). She was only four days into the voyage when catastrophe hit. Titanic's location during the accident was only 1,084 nautical miles northeast of New York City and 325 nautical miles from Newfoundland (Encyclopedia Titanica). Some of the most famous places aboard the Titanic are the Grand Staircase. Edward John Smith was the captain of the Titanic and other vessels that were a part of the White Star Line. The White Star Line was a short and more common name for the brand called The Oceanic Steam Navigation Company.
It was simply just a British shipping company. Captain Smith was 62 years old at the time and it was said that his last voyage was going to be on Titanic before he retired. When the ship went down, he went down with it as well. His body was never retrieved from the Atlantic Ocean (The Titanic). The Titanic was considered a luxurious ship and was also known for how fast it was going to sail the Atlantic Ocean. Considering the enormous size of the Titanic, it took 176 men to shovel 600 tonnes of coal everyday into the furnace to keep the ship moving. Sadly, none of these men survived the ship wreck and that they did not even try to escape because their chances were little since they were on the bottom level of the ship where the boilers were (Smith). Thomas Andrews was the man who designed the Titanic and he was on the ship for the first and last time once it set sail. Since he designed the steamship you would think that he would have the right to say how many lifeboats would have been added to the ship, but that was not the case.
Bruce Ismay, President of the White Star Line, didn't want more than 16 lifeboats because he stated it would have ruined the beautiful view of the upper deck for the upper-class passengers to take a stroll (Eshner). Not to mention that 16 lifeboats was the legal amount a ship had to have but Mr. Ismay stated they had more than 16 lifeboats on board. Clearly that was not enough. On the night of April 14, 1912, many people lost their life because there was not enough life boats. Including that because of disorderly procedures, the lifeboats were not filled up to their capacity even if there was room left for extra passengers (Titanic). Around 11:40 p.m. is when The Titanic hit an enormous iceberg. It was spotted beforehand and the ship crew did everything they could to prevent my crashing into the iceberg. They tried to reverse the engine and turn the ship port which means left. Unsuccessfully, the ship was still hit and it ruptured along the starboard side(History) causing five of its compartments to fill with the Atlantic Ocean's freezing water. The rupture was near the bow so after the five compartments were filled, the water was going to start spilling into the remaining compartments. Once it started getting heavy, the bow started to dip (History). Rumor had it that scientists predicted if the ship's engines were not switched to go in reverse and the ship kept going straight ahead, the port (turning left) would have been faster and the unsinkable ship would not have hit the iceberg avoiding the disaster completely. Even though the Titanic received six ice warnings the steamship continued at full speed at 23 knots. That is only .5 knots below the top speed. Despite the warnings that were sent to the ship, it continued course and as soon as the iceberg was spotted it took exactly 30 seconds for the iceberg and ship to collide ( Titanic Sinking).
Obviously the 30 second warning was not enough time for the colossal ship to steer out of the icebergs way. The moment after the ship was hit, Thomas Andrews, the designer of the ship, right away knew that the ship was sinkable even if said it wasn't. Titanic sank in 160 minutes. That is exactly 2 hours and 40 minutes after the incident. When word spread that the ship was sinking it took 60 minutes for people to start boarding the lifeboats. Except the woman an children were first and majority of them were from first class. The unlucky people either went down with the ship or fell into the icy waters that was said to be only 28 degrees or -2 Celsius. It was estimated that the people were only going to survive being in the water for 15 to 45 minutes until they would unfortunately die (Titanic Sinking). Estimates of the amount of people that survived from first class were 61%. Second class survived were about 42% and third class was sadly only 24%. In total, there was 706 survivors. 492 were the passengers and the 214 were the ships crew. 20% is the amount of male passengers that survived and 75% is the amount of female passengers that survived as well. Currently, there are 1,160 bodies lost. Would you believe that cheapest tickets to board the Titanic were $15-$40 and the highest class tickets were $150 (Titanic). Today it does not seem like that is a lot, but back then it was pricey for those that could barely afford it.
On April 10, 1912, the Royal Mail Steamer (RMS) (Tikkanen)Titanic leaves Southampton, England and heads to Queenstown, Ireland for its last stop. Then it start its journey across the Atlantic Ocean. There were about 2,200 people on board the Titanic and only 1,200 were passengers. As far as lifeboats, there was only enough for approximately 1,178 people (Tikkanen). The Iceberg that caused the Titanic to sink was approximately 50 to 100 feet tall above the water and it was 200 to 400 feet in length. It is said that the original size of the Iceberg was 1 mile long because it broke off the coast of Greenland (Titanic Iceberg). During the time that the Titanic was sinking, flares were shot up in the dark night sky in hopes someone would see and come to their rescue. Surprisingly there was another ship that was in close range by the Titanic. It was called the SS Californian.
The SS Californian is the ship that radioed the Titanic earlier to warm about the icebergs because they almost crashed into the ice themselves. That was the reason the Californian decided to stop sail for the night. Captain Stanley Lord, the captain of the Californian, stated that he saw Titanic's lights about 5 miles away. As Titanic was in distress, they too spotted the lights of the SS Californian and that is when they started to fire flares hoping they would be seen. By then Captain Lord had already gone to bed. The second closest ship to the Titanic was the Carpathia. This ship was 58 miles away and luckily they had their radios on so they heard Titanic's distress call. The Carpathia was ordered to head straight to the wreckage site at full speed and it took them all night to get there. Four hours later the Carpathia rescued the survivors from the lifeboats and left to take the passengers to New York.
The Californian arrived as the Carpathia left but stayed to see if they could find any remaining survivors but all that was left was debris from the ship. Considering how many lives were lost on the night the RMS Titanic sank, it took a few days and four different ships from the White Star Line to recover all the bodies from the water. The names of the four ships are The Mackay-Bennett, the Three Canadian vessels, CS Minia, CGS Montmagny, and SS Algerine. The closest estimate to the number of bodies found in the ocean were 316 to 337. Only 23% of the bodies of the deceased were found. 125 bodies were just buried at sea because they were either severely damaged or decomposition already had started ( Titanic Body Recovery).
Titanic the Unsinkable is now 12,500 feet deep at the bottom of the North Atlantic Ocean 370 miles southeast of the coast of Newfoundland, Canada (Titanic Wreck). Believe it or not the Titanic's wreck site was not found until September 1, 1985. Robert Ballard and Jean- Louise Michel were the leaders of their American French team that used a remote-controlled deep-sea submersible named Argo (Titanic Wreck). 73 years is what it took for the wreck site It is now 101 years old. Scientists are still exploring the ships wreck in hopes they can learn more than what they already know today. There has been items that were salvaged from the wreck. Not to mention that the ship actually ripped in half. The two pieces of the ship, the bow and the stern. These two main parts are 600 meters apart from each other (Titanic Wreck). Eva Hart was the last living survivor of the tragedy of Titanic. She was 91 years old when she passed away on February 14 in the year of 1996. Eva Hart, experienced something so horrifying at only 7 years old. During the sinking of the ship, the last thing she remembered her father telling her was Hold Mummy's hand and be a good girl.
After that she never saw her father again. Even a few years before Eva Hart died, she still had a detailed memory of what happened the night the Titanic sank. Other survivors that passed away before her could not remember anything from that night anymore except for Eva Hart. She stated I saw that ship sink, she said in a 1993 interview. I never closed my eyes. I didn't sleep at all. I saw it, I heard it, and nobody could possibly forget it (qtd. In Thomas Jr.). In conclusion, the dates April 14-April 15, 1912 is when tragedy struck the world out of nowhere. Nobody expected the Titanic to sink considering that it was called the Unsinkable and was also built to not sink even if four compartments in the ship were to fill with water.
Six of those watertight compartments overflowed and more after that. When word spread that RMS Titanic was now at the bottom of the North Atlantic Ocean, there was grief and confusion all over the world. Hundreds of people lost their lives. Families and friends of the deceased passengers never saw them again. It was a tragic night for the Titanic as well. It was a brand new ship on it's first maiden voyage. Sad to say, it was also its last. At the same time it couldve been many different reasons why the ship sank. It could've been the weak materials the ship was made out of, the ignorance of the Captain to stop for the night before heading into icy waters, or when the engine was commanded to go in reverse. It will remain a mystery, but the ship remains at the bottom of the Atlantic Ocean slowly deteriorating until one day there will be nothing left of it. Just the memories.
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The Death of Socrates
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Perception that Video Games
It is time to end the perception that video games, cause more violent behaviors in gamers. I might have a bias in this topic as I have been playing videos games, and violent video games for more than half my life now. If what the media says its true and that people who spend hours playing video games are more prone to violent acts, then I should be one of the most violent people you've ever met. Since I was 8 years old when I got my first gaming console, gaming has been my most go to hobby, there have been multiple times that I would buy a new violent game and stay in my room the whole weekend gaming up to 12 hours nonstop.
Though this is not healthy at all, this did not make want to buy a gun, cause a mass murder, or in anyway cause me to be more violent. As a person I always seek the most peaceful situation for every confrontation, as I believe that you get better results talking out problems then resorting to violence. I have gathered up multiple cites of research to better explain my view on how violent video games has no correlation with long term aggressiveness and violence.
Just how I might have a bias on this topic; a meta analytic review on publication bias on violence and video games research by Dr. Christopher Ferguson. This meta analysis review indicated that a study that shows a link between violence and video games was more likely to get published, than a study that did not show a link, this would greatly influence how the populous would see violent video games. Digging deeper into the literature that Dr. Christopher Ferguson reviewed showed that there is no real link between aggressive behavior and video games, but the link between aggressive thoughts and video games was stronger, but thoughts and actions are not the same thing. Imagine reading a sad book, after you are done with that book you will have thoughts of sadness, but that doesn't now make you depressed in the long term, same thing with video games, and any sort of entertainment.
In 2007 Dr. Christopher Ferguson conducted his own study, that was comprised of 103 young adults, that were randomized to play no video games, a nonviolent video game where they played the good guy and a violent video game that played the bad guy. He then ran them through a frustration task, how each will react, and it showed that those with history of playing violent video games had fewer hostile feelings, then those that didn't play video games. The study also showed that the more aggressive individuals tended to remain more depressed.
In the past decade there was has been a few tragedies, involving school shootings and mass murders. After such an incident people want to find a meaning of these horrible acts, and there is one thing has never failed to a scapegoat, video games.
It is easy to correlate the rise of school shootings and other violent acts with the rise of gaming this decade. School shootings have been around for decades, the only different thing now is the media coverage on them. If a mass school shooting happened a 30 years ago it would most likely stay local not leaving state news. But if a mass school shooting happened today in 2018, it would reach across the united states and even other countries. The National Rifle Association (NRA) and the conservative right, use video games as a scapegoat, instead of the actual problem which is the accessibility of getting a gun in the United states. Even though the U.S spends billions of dollars on video games every year and has the highest firearm rate in the developed world. There are other countries in which video games are way more popular and the firearm murder rate is significantly lower, this shows how violent video games that depict war, shootings, or bloody content and gore; don't correlate to more violence and shootings, but it is the accessibility that a mentally disturbed or antisocial person can easily and legally acquire a gun.
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The Life of Socrates
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Socrates’s Civil Disobedience
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School Systems Nowadays
School systems nowadays believe that enforcing a dress code will put an end to the many problems in the school. I strongly disagree and believe that is not the solution to the problems.
Schools will send a girl home from school because her shorts are too short, her shoulders are showing, or her clothing is too indecent. The school systems mainly target the girls when it comes to the dress code. Guys can completely go against the dress code and not get told a thing. When girls show a shoulder or part of their ankle they immediately get told to change. The school dress code is terrible and needs to be changed.
First of all, just like all the schools I've attended, most schools don't have air conditioning. Most schools have uniforms, and the guys have to wear long pants. On warm, sunny, days they will be sweating like crazy. Also, for girls, the school uniform it consists of them having to wear skirts. What about when it's winter? They will have to school with freezing legs. Most girls don't like wearing skirts. I know several girls who aren't comfortable wearing skirts. To be able to pay attention in school you need to be wearing something you feel comfortable in. It is hard to wear something uncomfortable and still pay attention.While still on the topic of school uniforms, the uniforms in school have taken away the student's freedom of expression. Everyone has their own kind of style. The outfits they wear, the way they style their hair, but with the dress code that is taken away.
Some people like bright colors, sports stuff, and rock bands. A school with a set uniform just clothes in boring colors. Sure, it is more cost friendly for everyone, but it keeps the students from expressing themselves. With uniforms, there wouldn't be much of a way for you to be different from everyone. Everyone would look the same and it would be hard to tell the difference. Without dress codes, people can keep up with all the popular fashion trends. For some people that is very important to them.Also, another fault in the dress code is cost. Dress codes can cause major money issues in families. Most clothes are highly-priced in stores. A lot of families cannot afford extra clothes for their children. Some families get a new job or are in the military and they are forced to move around. What if that family was struggling with money? Since they were required to move their kids was forced to school with a stricter dress code. How would their parents be able to buy new clothes to follow the school's dress code?
They can't! This is a serious problem with the school's dress code. School dress codes mainly target the girls. The administrators hardly ever go after the guys. They don't let girls wear tank tops, sports shorts, tight jeans, low cut shirts, or anything three inches above the knee. Many guys have shown up to school wearing tank tops and really short track shorts. Not once have I seen the administrators, not heard about them, getting onto them about what the guys were wearing. My friends told me about how their school has this shirt they make the girls where when they get dress coded. The shirt has dress-coded in big letters written across it, and it hangs down to their knees. Other schools send the girls home to change their clothes. Sending a girl home from school because you think her clothing is immodest is wrong. You are essentially telling her that hiding her body is more important than her education. You are telling her that making sure the boys have a distraction-free learning environment is more important than her education. In a way, you are basically telling them that boys are more entitled to an education than the girls are.
While on the topic of dress code messing with people's education, the dress code makes it harder for people to get an education they deserve. Imagine this, it's a hot, summer day. Your school doesn't have air conditioning. You decide to wear shorts and a tank top. You follow the school's dress code; no spaghetti straps and your shorts are less than 3 inches above your knee. You are sitting in class, you rushed to finish all your work, so you could study for your big test next block. You ended up with fifteen extra minutes to study. You begin to study and then the principal walks in. He takes you to his office and explains the teacher called him and explained your clothing was immodest. He demands that you change immediately. By the time you get an extra pair of clothes, and get back to class and it's time to switch blocks. You didn't get a chance to study and you're now stressing over this test. This has happened to so many girls in my school. It's not fair boys are wearing the same outfit, and they don't get called to the office.
How come the school does not care about the dress code when it comes to the girls on the sports teams? The girls on the volleyball team get to wear their spandex and sports shorts to school. Not a single teacher or administrator will say one thing to them about it. It's the same thing for the girls that run track too. The track girls wear their sports shorts and tank tops. How come the track and volleyball team players get to do that and every other girl can't?
That is so unfair for everyone else. It makes no sense because that is giving some girls special treatment just because they are on a team. If the school is so strict on the dress code, and making sure the school is a distraction free-leaning environment why do the sports players have an exception to the dress code? Why can't they let all the other girls dress that way? If they don't want everyone else dressing that way why let the sports teams do that? They can wear regular clothing and then change before practice as the guys do.
The school's dress code is too strict with girls. Not once in my eleven years, I've been in school have I had a guy classmate complain he can't focus because a girl's shoulders or legs were distracting him. I think the school needs to consider making the dress code equal for guys and girls.
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Who was Sir Isaac Newton?
Sir Isaac Newton was born on January 4, 1643, but in England they used the Julian Calendar at the time and his birthday was on Christmas Day 1642. He was born in Woolsthorpe, a hamlet in the country of Lincolnshire. His father had died before his birth and his mother had remarried after his birth and left Isaac to be raised by her mother. He went to King's School, Grantham from the time he was twelve to seventeen. He was withdrawn by his mother but later returned. He rose to the top of his class in ranking manly to get revenge toward a bully. He then began attending Trinity College in Cambridge in 1661. After receiving his degree he developed his theories on calculus over the span of two years during the plague.
He was a physicist, mathematician, astronomer, natural philosopher, alchemist, and theologian. Sir Isaac Newton had several hobbies, but the two main ones are astronomy and alchemy. From 1669-1701, Sir Isaac Newton worked as a professor of mathematics at Cambridge. It was at Cambridge that he developed a new field of mathematics called calculus: credit is also shared with Gottfried Leibniz for the development of the differential and integral calculus. There is some argument regarding who gets the most credit: Leibniz or other contributed. It was Isaac Newt and with Leibniz who developed the "developed the mathematics of the infinitesimal" which is calculus. This is a most elegant and extraordinary tool of mathematics, as it is a key to advanced analysis of everything in the technical world. This is or have you heard of the "Newton-Leibniz formula" which is a sign for integral, which a method of computation of definite integrals. Sir Isaac Newton discovered and proved the theory of gravitational force and many other contributions to mathematics, optics and physics, but his mots important contribution was appointing Francis Hauksbee as a curator. Sir Issac Newton is most credited with the generalized binomial theorem, valid for an exponent.
He discovered Newton's identities, Newton's method, classified cubic plane curves (such as: polynomials of degree three in two variables), made substantial contributions to the theory of finite differences. This was to us fractional indices and to employ coordinate geometry to derive solutions to Diophantine equations. Then there was the Euler's summation formula in which was harmonic series that was the first to us power series with confidence and to revert power series. He also discovered a new formula for pi. There are three more contributions to mathematics for Sir Isaac Newton: 1. He made mathematics foundation of science. 2. Co-invented calculus. 3. Used mathematics as the decider of science in the form of correct calculations. If the math did not get the right answer the science was wrong. Sir Isaac Newton had insights into the nature of motion, gravity, light and mathematics, that proved to be fundamental to our scientific understanding of the universe that we live in. Newton gave us an accurate mathematical analysis of the basic phenomena of which our world consists. Not only in the development of calculus, he generalized the binomial theorem. He came up with a quick way to approximate a number's root.
There was some confusion as to who developed calculus Newton or Leibniz. We can give thanks for inventing analytical fluxion type of the Calculus and to Leibniz the differential/integral type of the Calculus. Many things that were vaguely understood before Newton made more sense with the help of Newton's work. His work was monumental in mathematics as well as science. He developed a complete calculations of rates and relationships much simpler than they would otherwise be. This is used in engineering. Sir Isaac Newton has and did make a great contribution to the world of mathematics as well as science. Sir Isaac Newton was a truly amazing mathematician and scientist. He achieved so much in his lifetime and the amount of discoveries he made can seem almost impossible. He helped make huge advancements in mathematics and created theorems that we still use heavily to this day.
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Schools Around the United States
Many schools around the United States enforce dress codes in an effort to filter out distractions and make school a better learning environment for the students. However, do other students really have a problem with a hole in someone's pants or a the color of someone's hair? Most students want to express themselves and show off exactly who they are. School uniforms and dress codes aim to make everyone look the same, eliminating the ability for students express themselves. In today's society it is more possible than ever to be exactly who someone wants to be. However, schools are painting an unrealistic picture for their students by forcing them to abide by rules that have them being exactly what the school wants them to be. Dress codes keep students from being able to express their personality through clothing and accessories. What a student wears has little to no effect on their ability to succeed in school, which is why dress codes have a negative impact on our school systems.
Many schools throughout the world have dress codes and/or uniforms that force students to be the same, which prevents them from being able to express themselves. Students of all ages are being affected by these rules that don't really have a purpose in school systems. A student named Luca Sinno, a third-grader entered his school on his picture day with a nice fashionable suit and bright blue dyed hair. Luca was pulled from class and sent to the principal's
office, unable to take his third-grade picture because his hair was out of dress code. Luca said my hair color doesn't affect what I'm learning. These unnecessary dress code rules don't make a school have a better learning environment. If someone chooses to wear a certain shirt or color their hair a certain way, it is their choice. Students just want to express who they are and don't purposely mean to break the rules.
Most college campuses have no dress codes. People are still able to learn and be successful regardless of the clothing choices of their peers. This is interesting since the argument for dress codes in grade schools is to eliminate distractions. Why is this not an issue in college? Sure, people are more mature and paying for the classes, but do schools really distrust students ability to function in a school system without dress codes? A few years ago in the New Braunfels Independent School District, boys could not wear shorts and were required to wear some type of long pants such as jeans or sweatpants.
Thankfully this is no longer the case, but for many years it was, even when temperatures outside were up to 100 degrees. The students and parents petitioned for months and were finally successful in getting the dress code changed. The problem is relatively the same for girls, such as not having any holes in their pants even though it could by popular and the latest fashion. At New Braunfels High School, they recently put a rule in place that made girls unable to wear nose piercings, however, students don't get distracted by a small piece of metal in someone's nose. Although, that is what most staff and principals think at the school. Since then, there have been no changes in the learning environment. There are no extra distractions or issues now that boys are allowed to wear shorts. Cases like this illuminate the unrealistic requirements schools have when it comes to dress codes.
Since schools enforce dress code and some require specific uniforms, students can get sent home or even suspended for having holes in jeans, colorful hair, or multiple piercings in their ears. These minor broken rules are taken way too seriously. As a result, students don't learn as much and have low attendance rates. Is someone's style choice really more important than their education? Schools are punishing kids for trying to express themselves.
Students are kept from class while waiting in the principal's office for their parents to bring them a new pair of jeans. The administration doesn't even give the students and parents a say in the dress code. They act as if the school's a monarchy government that set the guidelines for everything they think is right. The clothing students wear should not be the reason they miss class. The values of these school districts are not what they should be, when it is more important to have a kid put on new clothes, than it is for them to attend their english class. Overall, dress code and school uniform rules should be terminated due to the negative effects on students' ability to express themselves and learn.
Works cited
Buckley, William F., Jr. "School uniforms?!" National Review, 26 Feb. 1996, p. 71. General OneFile,https://link.galegroup.com/apps/doc/A18020730/GPS?u=j046901&sid=GPS&xid=563775f0. Accessed 21 Oct. 2018.
Culligan, Tricia. "What (Not) to Wear: Should students have the right to wear what they want to school?" Scholastic News/Weekly Reader Edition 5/6, 14 May 2018, p. 4+. General OneFile, https://link.galegroup.com/apps/doc/A539647640/GPS?u=j046901&sid=GPS&xid=14f5f630. Accessed 22 Oct. 2018.
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Sir Isaac Newton – Mathematician and English Physicist
Sir Isaac Newton was a well-known mathematician and English physicist. He made discoveries in the areas of optics, physics, and mathematics. These discoveries led to modern physical optics, modern physics, and calculus. Newton's book, Philosophiae Naturalis Principia Mathmatica, was a very important work in the history of modern science (Westfall).
Newton was born on December 25 of 1642 in Woolsthorpe, England and died on March 20 of 1727 in London England. Two months after Newton was born, his father died. When Newton was three years old his mother left him with his grandmother because she moved away once she remarried. He received his bachelor's degree in 1665 at Trinity College in Cambridge, Egland. He was not able to stay and get his masters degree because the school shut down because of an outbreak of the plague, making him have to stay in Woolsthorpe for eighteen months. During this time is when Newton performed his experiments and had the ideas for his work on gravitation, optics, and calculus. Newton was able to return to Cambridge in 1667 to complete the requirements for his master's degree (Isaac Newton Biography).
Newton's main focus in the field of optics was to unravel the nature of light and its properties. He studied the defraction and refraction of light with prisms and lenses. With one demonstration, a prism with a beam of light into wavelengths of multiple shades, he discovered that white light is composed of component color wavelengths. This same effect leads to the formation of rainbows. Newtons experiments showed that color came from reflection, transmission of light, and selective absorption of light by materials. He discovered that the overlapping of certain color components creates most colors. He invented a new kind of telescope called the reflecting telescope and also wrote a book on optics called Opticks (Discoveries and Inventions)
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Isaac Newton: Inventions that Changed the World
Many people have heard of at least the name of Isaac Newton alone. Do people really know his sufficient? Often, he is just thought of as another inventor or creator, but he is much more than that. He played a huge part in what we know of our world today.
Isaac Newton was born January 4 ,1643 in a town called Woolsthorpe which is located in Lincolnshire, England. One weird think about his birth date is that some calendars say it is December 25, 1642 while others say that it is January 4, 1643. Isaac is the second Isaac in his family making him a junior and his dad died before he was born. At a very young age, Newton's mother married a new guy and Isaac hated him, so he lived with his mother's mother. It is often said that Isaac hated his mother and step father so much he wanted to burn their house down. This is very eye popping being that he was saying that at a young age and his mother still stayed with his step father. Isaac was a very smart boy and he attended a school called The King's School that had no science or math which is very interesting because of what he contributed to science and math in his later career.
When Isaac was just eighteen years old he went to Cambridge University Trinity college to study to become a lawyer. By his third year at Cambridge, Isaac had started growing an interest in math and what we know today as physics. He learned a lot at Cambridge but preferred to study more recent information on math and physics than what they were teaching in class based on his saying, Plato is my friend, Aristotle is my friend, but my greatest friend is truth. This saying says a lot as to what changes he brings to math and science.
Isaac Newton was famous for a lot of different discoveries that help us still in our lives today. One thing he discovered was the three basic laws of motion that we still us today in mechanical work. The first law of motion states that an object will keep moving or stay still until an external force is acted upon it. The second law of motion states that force equals mass times acceleration. The third law of motion is When one body exerts a force on a second body, the second body simultaneously exerts a force equal in magnitude and opposite in direction to that of the first body. Each law of motion has its own set of rules and ways to test them.
The first law of motion says that an external force must be acted upon it to make it stay still or keep moving. Motion is a state to which a body is indifferent (Westfall pg.8). An example of this would be a roller coaster. A roller coaster that is sitting still will not go until an object is used to push it to make it go and keep it going. If the roller coaster did not have that force, then it would not move. As the reader knows this still applies to us today in the twenty first century. He did not create anything with this law of motion he just made a statement that is proven true that we still us today in science.
The second law of motion states that force equals mass times accerlation. Mass is a body of matter that has no definite shape. Accerlation is the increase in the rate or speed of an object. So, looking back at the roller coaster example will help to explain this law. The roller coaster is the object that will be accerelting. When a force is pushed on the roller coaster it causes it to move which causes it to pick up speed or accerlate. The area the roller coaster is moving through is the mass. So, when a roller coaster is pushed down a hill, it goes from no force to a force being pushed on it causing speed and for it to move. Again, this is just a law of motion that Newton stated based on evidence he saw.
The third law of motion states that for every action there is an equal and opposite reaction. According to a post by Jim Lucas a live science contributor he states a clear example, when you push a cart, the cart pushes back against you; when you pull on a rope, the rope pulls back against you; and when gravity pulls you down against the ground, the ground pushes up against your feet. The simplified version of this phenomenon has been expressed as, ""You cannot touch without being touched."" He explains the third law of motion with different examples to help you be able to understand. Newton did not come up with these laws of motion just by himself. Newton expanded on the ideas put forth by Galileo and Descartes. The laws of motion were first introduced by Newton in his book called Philosophiae Naturalis Principia Mathematic.
The book Philosophiae Naturalis Principia Mathematic or in other words Mathematical Principles of Natural Philosophy was published in July 1687 and he still read and used today in the world of science. The overview of the book is that it was written to mathematical set out the principles of time, force, and motion that help us get to the understanding of the science we have today. According to a summary by Buffalo and Erie Country Public Library it says, Newton's principles describe acceleration, deceleration, and inertial movement; fluid dynamics; and the motions of the earth, moon, planets, and comets. A great work in itself, the Principia also revolutionized the methods of scientific investigation. It set forth the fundamental three laws of motion and the law of universal gravity, the physical principles that account for the Copernican system of the world as emended by Kepler, thus effectively ending controversy concerning the Copernican planetary system. Each of the items talked about in his book are discussed in this paper to help you better understand his contributions to the world.
Another contribution to science made by Isaac Newton was the law of gravity. He supposedly came up with this idea when an apple fell from a tree and hit his head. This discovery was based off his discovery of the second law of motion. He thought that being that the apple fell from a tree it went from a velocity of zero to falling because an external force was pushed on it. He then used his theory of gravity to conduct experiments to test his theories. As children we heard this story in school about Isaac Newton and probably thought it was funny which it is but he is the reason we know why we stay on this Earth and do not float around in it.
Newton also discovered natural light and all of its properties. He discovered the different color wavelengths with the use of a prism. In the discovery of color, it is just a white beam of light shining through a prism to give of color. One of the things that still works with us today is that human perception of color is just a mental phenomenon. This is hard to think about because what we think of as seeing color is just a reflecting off a white beam. So, the world is basically all white it is just the way our eyes get reflecting is how we see color.
One thing that Newton invented that really sticks out to me is the reflecting telescope. The reflecting telescope was invented in 1668 by Newton. In an article written by Brian Ventrudo he explains how the telescope works, Reflecting telescopes (or reflectors) collect light using a curved mirror at the rear of the main tube rather than a lens at the front end. Isaac Newton invented the first reflecting telescope in the late 17th century. He used a second small diagonal mirror to direct light out the side of the telescope to an eyepiece. His immensely practical design, now called the Newtonian reflector, is the main type of purely reflecting telescope in use today by amateur astronomers. Newtonian telescopes have made a comeback in the past two decades with the introduction of the Dobsonian telescope, which is a Newtonian reflector mounted on a simple but sturdy mount. During the time that Newton invented this telescope, his telescope was so successful at being the first one, Newton got a membership with the Royal Society of London which is a big deal.
This society is still popular today in the United Kingdom. The early years of the Society saw revolutionary advancements in the conduct and communication of science. Hooke's Micrographia and the first issue of Philosophical Transactions were published in 1665 alone. Philosophical Transactions, which established the important concepts of scientific priority and peer review, is now the oldest continuously-published science journal in the world ( History of the Royal Society). This is very fun to research and learn about and how the society is still around to this day.
Not only did Isaac have many discoveries and or inventions in science, He also had his own discoveries in religion as well. Isaac Newton studied the Bible daily and of course like he was about science he was about religion as well about not taking someone's word and having to dig deeper into the area of study. Isaac did not believe that the interpertations of the Bible was correct and therefor he decided to study deeper. Isaac believed that there was a difference between God and Jesus as been to different people.
Another thing that Isaac brought to the table about religion was the Bibicial code. Newton was fascinated with the early Church and also the last chapter of the Bible Revelations. He spent many hours poring over the Bible, trying to find the secret Bible Code. He was rumored to be a Rosicrucian. The religious beliefs that Newton held could have caused serious embarrassment at the time. Because of this, he kept his views hidden, almost to the point of obsession. This desire for secrecy seemed to be part of his nature. It was only on his death that his papers were opened up. The bishop who first opened Newton's box, actually found them too shocking for public release, therefore, they were kept closed for many more years ( Pettinger). Newton was a very secretive guy on some points of his life making it hard for us to truly be able to know the true Isaac Newton.
The next discovery that Newton figured out that changed the world was discoveries in the area of mathematics. Although parts of calculus is credited to Leibniz, Newton came up with the type of calculus that shows continuous change. With the contribution made by Newton in calculus, we are able to figure out the area of shapes that do not have straight lines, like circles. Many of the mathematical contributions he made are very common sense to us today but during the 17th century, it was not that way.
Another contribution to mathemathics that Newton discovered was the binomial theorem. A binomial is a polynomial with two terms ( math is fun). Newton belief in the persistence of patterns led to his first significant mathematics discovery, the generalization of the expansion of binomial expressions. For the most part, his discovery was accidental and was never formally proven by Newton (Newtonl1). To be able to really understand this you have to work about a binomial problem to see how Newton's discovery helps to simplify math with equations and formulas we still use today. Newton helped make math some much easier for us but we still struggle with it every single day.
Newton also helped to come up with the generations of curves. This was an important topic, since in order to determine the point of intersection of curves in the construction of geometrical solutions, it was natural to think of the curves as generated by a continuous motion driven by some instrument (Guicciardini pg.6). With motion involved there has to be a point of intersection. Newton was able to devise a mechanism for generating conics and to extend it to higher order curves (Guicciardini pg.6). We use circles and curves in our every day lives whether it has to do with map, directions on a map, or drawing a circle we use it everyday.
During Newton's later years in life, he got somewhat out of science and was appointed to a position of warden of the Royal Mint. The Royal Mint is a British governmental institution that controls the production of British coins. Newton became the Master of Mint in 1699 and chose to partake in the government's war against the money counterfeiters. He reformed the government's policy on counterfeiting and sought to punish counterfeiters and clippers. At the time when Newton was Master of Mint, counterfeiting money was considered as an act of high treason: those convicted of the crime were sentenced to death and executed by being hung, drawn and quartered (Valjak). He spent his later years collecting criminals of counterfeit and thrived on stopping coin counterfeiters.
Newton lived a very well life. He was always busy coming up with or researching new ideas that he never had the time to have a girlfriend much less a wife. Newton was very insecure as a person and often times dealt with bad depression and the loss of his temper a lot. Newton died on March 31, 1727 at the age of eighty- four years old. When Newton was reaching the 80s he started to have digestion problems and in March of 1727 started having really bad abdomen pain and blacked out and went unconscious. He is buried in Westminister Abbey.
During the research of this paper, I found that many sources related to Newton as The Greatest Scientist of all times. Many of the discoveries that Newton made really helped to change our way of live in so many ways. Whether we prefer to use Newtons methods that he came up with on the mathematical side or if we are more interested in the three laws of motion Newton has impact our every day lives. I personally liked getting to know more about Newton other than just the guy who had an apple fall from a tree onto his head and he called it gravity. Being able to look at all aspects of Newton's career from the very beginning to where we are now in the world help me to have more respect and appreciation for him as a scientist.
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Estonia is One of the Three Baltic States
Estonia is one of the three Baltic states that has membership within the European Union. After independence in 1918 and a fifty-year incorporation into the Soviet Union, the Republic of Estonia finally regained its independence in 1991. After leaving the Soviet Union, Estonia struggled as it converted to a more capitalist economy.
The Russian Economic collapse of 1998 hindered the transformation and the economy as a whole, but it soon recovered, and Estonia joined the World Trade Organization in 1999 before joining both NATO and the EU in 2004. Membership of the OECD was confirmed by 2010 and Estonia officially adopted the euro in 2011.
With over 45,227km2 in total land area, Estonia has little arable land and is thus primarily a society focused on the digital age with over two-thirds of its population involved in the tertiary section. The country is so technologically infused that it has had e-residency since 2014, allowing for individuals and business's outside of the country to easier conduct business there and elections through the internet have become even more viable than in-person polling. Estonia's future plans as stated by the Prime Minister of Estonia, the de facto ruler of the state, rest on Estonia becoming the ?genetic backbone of Europe' where Estonia's investment in IT and the Biology sphere hopes to gain a niche within the European Economic Market.
It should be noted that out of all three of the Baltic States, Estonia has the lowest amount of GDP, resting only at about 25.92 billion USD, and is the poorest eurozone country. This however, makes it a haven for corporations, particularly those from Scandinavia, to find refuge with Estonia, controlling over half of all of its FDI investment. Additionally, Estonia's GDP per capita rests at a comfortable 19,704.66 USD, significantly higher than that of its Baltic brother nations.
Estonia's growth thus far as shown in Figure 1 has tended to be steady with a major dip in 2009 similar to what happened throughout the
Eurozone including the Czech Republic resulting in a crippling blow to the economy that it has taken some time to get out of. Nowadays, Estonia's economic growth is projected to reach 3.5% in 2019, before slowing to 2.3% in 2020 in line with weakening external demand. Increasing real wages will support healthy consumption growth with investments set to pick up, supported by strong business confidence and the recovering housing market.
The pace of domestic demand is expected to continue to sustain growth in 2018 albeit only a temporary negative budget balance level. The decline in the labor force appears to be limiting new gains in terms of jobs. Additionally, wage rises, in part, are eroded with higher inflation and indirect taxes on such products as alcohol, tobacco, fuel, hospitality, and catering.
With the return of European funding in 2017, public infrastructure investment continues to grow, along with private investment in equipment, due to the high production capacity utilisation rate in response to fixed external demand, which has absorbed seventy percent of industrial output. In addition, businesses are enjoying tax exemptions on reinvested profits up to 100% with personal incomes still taxed at twenty percent to make re-investment seem more appealing.
Exporters are finally managing to process the impact of the Russian recession and counter-sanctions though not without drawbacks to the economy. Dairy products, fish, and alcohol have found substitute markets in Scandinavia, and also outside Europe, helped by the depreciation of the euro, serving to sustain Estonia's Gross Domestic Product.
In contrast, rail and road transport has been hit by the drop-in equipment transit to Russia mainland and the Kaliningrad outreach, especially with the Russia Federation favouring its own ports. This does not affect Estonia on a wide basis due to Estonia's abundance of shale oil supplying it with all the electricity that it needs although gas trade with Russia does pose a potential problem.
Over three-fourths of Estonia's exports go to the EU, while 7% goes to Russia and 4% to Norway, respectively. Estonia is dependent on the EU for most of its trade making it highly dependent as trade constitutes about 155% of Estonia's GDP as shown by the graph though more recent dates put the sum even higher into the ~180% percentile.
Needless to say, Estonia's economy is highly dependent on trade leaving it open to external shocks but more on that later. A negative of such dependence is that Estonian subsidiaries often function as outsourcing sites for Scandinavian parent companies with more than 90% of the banks operating in Estonia under Scandinavian ownership. Though this is not entirely bad as it brings with its significant sums of Foreign Direct Investment.
Foreign investors, mostly Nordic, have made considerable investments into high technology and communication networks in order to modernise the technological communications infrastructure in Estonia. As a result, the Estonian telecommunications sector is one of the most developed in Central and Eastern Europe with some of the best DSL rates on the continent as a whole.
As foreign companies dominate in several sectors of the Estonian economy Estonia is now one of the leaders in Central and Eastern Europe in terms of foreign direct investments (FDI) per capita. The stock of total FDI peaked at 18.4 billion EUR as of 31 December 2016 with over 48.3% of foreign investment coming in from Scandinavian countries, Sweden and Finland in particular.
A remarkable point to make is that Estonia is nearly energy independent, supplying over 90% of its electricity needs with locally mined oil shale. Alternative energy sources such as wood, peat, and biomass makes up about nine percent of primary energy production. Estonia imports much needed petroleum products from western Europe and the Russia Federation. Resources such as oil shale energy, telecommunications, textiles, chemical products, banking, fishing, timber, shipbuilding, electronics, and transportation are key sectors of the economy.
The recession caused by the collapse of the Housing Bubble in 2008 and 2009 was extremely determinantal to the Estonian economy, more so than even the collapse of the Russian market in 1998. Estonian GDP dropped like a hardball by over 21.7 points, as seen in the graph under Estonian's Gross Domestic Product, representing the biggest drop off since the re-establishment of independence after the Singing Revolution.
With Estonia's small population and stable economy, it is unlikely that Estonia will ever be threatened from internal shocks but only rather from external ones. However, not all shocks have to be bad and there are future possibilities for good demand shocks.
The Hyperloop, a mega-project brain child of the EU, seeks to shake this up by building up hyper fast trains that would travel from Poland and through all of the three Baltic countries including Estonia to allow for faster and more efficient transportation, linking up the Baltic states properly to the European Union in terms of transportation as previously there have only existed two hypersonic belts going down vertically from Eastern Germany to Austria and then into Italy and another one going from Western Germany through Southern France and into Spain.
Internal supply shocks are unlikely to occur from an increase in taxes as those have been kept steady for an extended period of time with Estonia being one of the first countries to adopt the flat rate tax which currently sits at 20% down from the 27% that it was at when it was first introduced.
If an internal supply shock were to occur and there is one on the horizon though it be distant off, then it would be the one related to the shrinking demographic of Estonia with there being even today a high demand for skilled labour that the citizens of the country cannot match due to just a general lack of citizens with such skills and emigration.
Currently Estonia is challenged by a shortage of labour both skilled and unskilled, although the government has amended its immigration law to allow easier hiring of highly qualified foreign workers, and wage growth that outpaces productivity gains. The government is also pursuing efforts to boost productivity growth with a focus on innovations that emphasize technological start-ups and e-commerce.
The annual average unemployment rate was 6.8% in 2016 and 6.2% in 2015. The unemployment rate additionally increased to 7.8% in 2017.
By the end of the forecast period which is 2019, the unemployment rate is projected to increase by 9.5%.
Overall Estonia lacks managers, IT staff, Health professionals, Legal representatives and teachers at vocational institutions. Occupations that are currently experiencing a surplus in Estonia are shop and street sales workers, manufacturing labourers, mining and construction workers, transport and storage labourers and hand cleaning workers.
Given Estonia's relatively high GDP per capita at over 19,704.66 USD, it's a surprise to find out that it has significant troubles with unemployment, afterall over 99.8% of the country is considered literate and most students attend and finish high school. But Estonia's population of 1.3 million is what heightens these figures and every fifth person lives in relative poverty (22%) with 8% living in absolute poverty.
The number of students attending vocational schools has been on the overall decrease as the share of older students attending higher education has been steadily increasing, only furthering the gap in the Estonian labour market.
So it should come as no surprise as to Estonia's eagerness to open borders to migrants but limited opportunities tamper with people's want to live in such places as Estonia and no amount of FDI in this regard can help change such an opinion with much more lucrative titans opening their doors to skilled migrants in mainland Europe and across the Atlantic.
Estonia largely follows the rule of political, economic and social law as decreed by Brussels. Estonia benefits greatly from the European Union, being more of a receiver than a provider, receiving a net of over 494 million euro in funding from the political bloc and that is already including Estonia's contributions to the EU in the first case.
Since the monetary reform of 1992 and before the switch to the Euro in 2011, the realisation of Estonia's monetary policy has followed the framework of the currency board; the currency board is a special arrangement in monetary policy realisation where unusually strict restrictions govern some noteworthy operations conducted by the central bank.
In Estonia, such restrictions were and still are specified in the Central Bank Act that safeguarded the Estonian kroon and now the Euro. The law has two restraints on the realisation of monetary policy in this regard. The aim of the first was to secure the fixed exchange rate between the Estonian kroon and the Deutschmark and starting from 1999, automatically with the euro as well until Estonia switched adopted the euro.
The other restriction forbade the central bank from issuing uncovered money, for example, its commitments such as the cash in circulation and deposits kept in the central bank, must be covered by high-quality foreign currency reserves which is now a dropped stipulation though reserves are still kept of the eight global currencies including the American Dollar and the Russian Rubel.
Such foreign assets can be the foreign currency deposits in the reliable commercial banks in a developed country, or investments in the developed countries' low-risk bonds which is still done in high parts by Estonia in both Romania and Italy.
The aim of such monetary policy strategy was to ingress price stability by tying the exchange rate of the domestic currency with reliable foreign currency that was vital for the Estonian economy though has now lost much significance. The requirement to maintain a high level of foreign reserves came from the necessity to secure the credibility of such a tie, without which the interest rate would stay unnecessarily high and would cause needless expenditure for the economy in pursuing the aims of its monetary policy.
According to the currency board's restrictions, the realisation of monetary policy is based on operations on the currency market where the Bank of Estonia is compelled to buy or sell the euro in acquiescence with the demands of the market.
Other means of influence of the monetary policy have had either partial significance or have had only a brief impact when the function of the capital markets has been disrupted.
Due to Estonia's currency board's high standard of automatization in the technology of monetary policy realisation, more importance has been given to the development of the efficiency of the monetary policy's operational framework, for example, updating the system of compulsory reserves, ensuring smooth currency movement between the central bank and financial sector among others, maintaining the stability of the financial sector and informing the public sphere of the developments of the monetary policy and of the influence of economic policy as set by European legislature.
The official currency of Estonia is the euro succeeding the Estonian kroon in 2011. Till 2011 the Estonian monetary unit was kroon, which was adopted after the monetary reform of the twentieth of June in 1992. The official rate was one Deutsche Mark (DEM) to eight kroon's (EEK). The Soviet roubles were exchanged with the kroon at a rate of 1 kroon = 10 roubles. When the Deutsche Mark was replaced by the euro, the Estonian kroon was pegged to the euro at a rate of one EUR to 15.6466 EEK.
From the first of January 2011 the official currency in Estonia has been the euro. The conversion to the euro shadowed the existing exchange rate. So, during the contemporary history of the Estonian kroon, its exchange rate had never been changed.
Estonia's own monetary system was based on the Monetary Committee, meaning that, for every kroon in circulation, in its National Bank there was foreign currency consisting of euros and dollars or gold in the same value. The system of the Monetary Committee was chosen to lessen the influence that speculation in foreign currency would have on the Estonian economy and to guarantee the firmness of its monetary system.
For Estonians, introducing their own money was a step on the road to Estonian independence and sovereignty, and because of that giving up the kroon was a painful process. Before adopting the euro, the percentage of its supporters was only slightly over fifty percent, but then it grew. There were many motives to switch to the euro. Primarily, Estonia had promised to enter the euro zone when joining the European Union in 2004 and to do that properly it needed to adopt the euro as it promised.
Secondly, because of the fixed exchange rate of the kroon the euro was already in wide circulation and use in Estonia. Thirdly, at the end of 2008 and the beginning of 2009 and at times even before that, the outside world had little trust in the Estonian kroon which is no surprise given the uncertain nature of the Baltic states as a whole. Even though Estonia switched to the euro at the existing exchange rate it was still occasionally thought that Estonia would devalue its currency to solve its economic problems and that this would make the life of Estonian entrepreneurs extremely difficult which it did not. The fact that nearly all loans in Estonia were in euros also contributed to this line of thinking.
The biggest change in the adoption of the euro was in the amounts and numbers which suddenly became a lot smaller but the large proportion of coins in circulation was also something that needed getting used to. Adoption of the euro meant that the costs of borrowers, travellers and companies became smaller because they didn't have to exchange kroon's for euros or euros earned through exports for kroon's. Interest rates fell as well. In addition, it was clear that prices increased in some cases, especially after the official price control ended in the middle of 2011 where many merchants and service establishments tried to make prices attractive by rounding them up. In the current day, Estonia uses the euro which has the same exchange rate as all the other euros used in the entirety of the European Union.
Overall the inflation of Estonia has been steady, increasing at about four percent per year with the biggest curvatures occurring during the financial crises with the crises rising inflation up to eleven percent before policies introduced by the central bank combatted this rapid increases and brought inflation into the meagre negatives though not for long.
It should be noted that the four point five percent increase is actually the largest in the entire European Union with Lithuania following close behind with four point two and the United Kingdom coming in third at three point one percent for 2017 with the average inflation rate being one point eight, showing that while Estonia's business environment is ranked one of the best by the OCED, its national currency isn't as stable as its marketplaces.
Shown by Eurostat, the largest upward impacts to the European Union's annual inflation came from fuels for transport (+0.21 percentage points), heating oil (+0.07 pp) and milk, cheese and eggs (+0.05 pp). Telecommunication (-0.11 pp), garments (-0.07 pp) and social protection (-0.04 pp) had the largest downward impacts.
This shows that sanctions placed on Russian by the European Union had an adverse effect on the Estonian economy with fuel, natural gas and dairy; products usually imported from the sanctioned country rising the national inflation rate as the procurement of such supplies becomes uncertain.
On the other hand, the foreign investment and procurement of companies in Estonia by Scandinavian powers such as Finland and Sweden shows a positive effect on inflation with the largest affected area, being telecommunications, getting the biggest development in the country and thus increasing the perceived stability in the tele-communicative infrastructure of the country.
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Estonia Is One Of The Three Baltic States. (2019, Nov 26).
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