The North and South in Antebellum United States - 993 Words

The North and South in Antebellum United States In the time just before the Civil War, the United States was one of the most successful nations in the world. The United States had become the world’s leading cotton producing country and had developed industry, which would in the future, surpass that of Great Britain. Also, the United States possessed an advanced railroad and transportation system. However, despite its successes, the United States was becoming increasingly divided. The North and the South had many distinct differences in terms of their social, cultural, and economic characteristics that brought about sectionalism and, eventually, the Civil War. The North’s social structure was very different from that of the South.†¦show more content†¦Factories in the North attracted former subsistence farmers because it was more efficient to buy food rather than to grow it. Systems like the Lowell System employed young women, provided them with room and bo ard, and paid the women for their work in the factory. With the rise of numerous new American inventions, machines became more efficient and the United States had soon developed one of the best industrial economies in the world. Because of the need for effective transportation to distribute goods, new forms of transportation such as elaborate railroad and canal systems emerged. The south, on the other hand, clung to the slave-based plantation system. The economy was based largely on the production of raw materials, mainly cotton. Eli Whitney’s cotton gin allowed the cultivation of short staple cotton to bring Southern planters great success. Because the cotton industry was so lucrative, Southerners had no reason to become industrialized. However, the industrial economy of the North and the agrarian economy of the South led to a colonial relationship between the two, meaning that the South sold raw materials to the North in exchange for manufactured goods. The system put the South in an inferior position to the North, which obviously upset Southerners and led to greater tension between the two regions. In the years prior to the Civil War, the Northern and Southern regions of the U.S.Show MoreRelatedThe North And South Regions Of The United States1391 Words   |  6 PagesToday the North and South regions of the United States share similar lifestyles in regards to economy, industrialization, and basic rights. Both regions have major cities, playing a vital role in helping to keep the nation and the world for that matter, functioning. Each Northern and Southern state has a strong government which is home to a state congress and governor. However, during the antebellum period of the United States everything wasn’t as blissful as it is today. The antebellum period isRead MoreSimilarities And Differences Between The North And The South During Antebellum1120 Words   |  5 PagesCox 12-08-2014 Similarities and Differences between the North and the South during Antebellum The Antebellum period in the United States history was considered as time between 1820 and 1862. During this period, significant changes took place in terms of political, social and economic effects in America. The United States economy was changed from an underdeveloped country of frontiersmen and farmers into an industrialized economy. The South American depended on agriculture while the Northern partRead MoreRed, White, and Black Essay1123 Words   |  5 Pagesthe voracity in which the European Americans afflicted upon the native civilizations during the antebellum United States. The Indian Removal Act and Slavery, together with all its conflicts, led to vile racial relations in the Jacksonian period and can still be seen in the twenty first century. The foregoing controversial events had a direct correlation to the economic development of the United States and led the intrinsic altruism inherent in democracies to a history set by inequalities of raceRead MorePeter Kolchin : Amer ican Slavery review1708 Words   |  5 PagesPeter Kolchin is a history professor at the University of Delaware. In 1970, Kolchin received a degree from John Hopkins University. He now specializes in nineteenth-century U.S. history, the South, slavery and emancipation, and comparative history. In his career he has written many books on slavery including Unfree Labor: American Slavery and Russian Serfdom and First Freedom: The Responses of Alabama s Blacks to Emancipation and Reconstruction (Peter Kolchin...). In 1993, his third book AmericanRead MoreAmerican History: The Development of the Ironwork Industry in Alabama1088 Words   |  5 Pagestrends that aid in the understanding of how society operated at that point in history. However, many American history textbooks avoid the topic of widespread manufacturing industries in the south, and their simultaneous development with the much more powerful agricultural industry. Set in the Deep South, the state of Alabama cultured an ever growing ironworks industry that manufactured items spanning from farming tools to railroad tracks. In addition, Georgia, which is still famed for their agriculturalRead MoreSlavery Was The Engine Of American Economic Growth1420 Words   |  6 PagesThere is no doubt that slavery was the engine of American economic growth. United States of America experienced an economical revolution during the slave era and slavery was one of the main factors that contributed to that. As slavers took African slaves for granted and used them to satisfy their economic purposes. Surely it will make sense. Slave labor benefited the economy in many ways, such as agriculture, construction, slave owners and slave trade. We will start with how the Atlantic slaveRead MoreThe Civil War Of Slavery1699 Words   |  7 Pages1800s the Institution of Slavery became very dominant in the United States, but mainly in the South. Due to the climate and their type of economy, their agriculture productions required a great amount of labor that was performed by the slaves. In the south, â€Å"slavery was key to the way of life†1 the majority of the south relied on the slaves to do all of the hard work for them and maximize the profit of their owners. The northern states however had a different type of economy and did not require theRead MoreEssay about The American Civil War688 Words   |  3 PagesThe American Civil war was a series of transactions, or exchanges, between the North and the South. These transactions involved over 1 million Americans who put their lives at risk for the liberation of the country’s slaves. These transactions were influenced by three paramount concepts: perspective s, values, and relative evaluations of costs and benefits. In the midst of this tumultuous period of time in American history, these concepts shaped not just the people themselves but the social, politicalRead MoreThe Battle Of The Civil War1627 Words   |  7 PagesThere is a long-standing debate over the causes of the Civil War in which one popular view is that it was a war waged to end slavery, while the other view, usually more sympathetic to the South, is that the contention was over states rights (in the interest of self-determination instead of subservience to the federal government). This is an interesting disagreement, because it implies a disagreement regarding which of the two sides was actually fighting for freedom. Despite the implicit oppositionRead MoreSlavery Argument During The Antebellum Period1171 Words   |  5 PagesSlavery Argument During the Antebellum period, with the emergence of the Second Great Awakening provoked lots of political and social reforms such as abolitionism and changes within the religion of Christianity. However, despite having all of these changes, the creation of the cotton gin was absolutely on of the more significant one because it created a more efficient way to produce cotton, thus needing more labor to operate such machinery. Therefore, whilst the antebellum period is occurring it caused

Case Study Ford Motor Company - 1611 Words

Ford Motor Co. Casey T, Blackburn Business 104 Business Organization Management Dr. Earl Murray Jr. 1 November 2015 Abstract I hope that this meets the intent of this paper and that you learn something new about the management of an organization that I have the most interest in. I wanted to discuss how the lessons that we have covered during this class are used and demonstrated in a large worldwide company such as Ford Motor Co. Ford Motor Co. Ford’s Motor Company History Ford Motor Company, was established in Detroit, Michigan on June 16, 1903 by founder Henry Ford when he converted an old wagon factory to house his new inventions the Model T, and this was the one turning point that put Ford on the map by coming on of the Big Three auto manufacturers in Detroit. Despite competition from General Motors, Chrysler and other major car giants over the years Ford models such as the Mustang continue to push Ford forward in sales today. Today Ford is one of the world’s top automobile companies and its Ford Focus was the world’s bestselling automobiles and helped keep them from going into bankruptcy. Ford Motor Company was founded on strong core values, which has helped it to overcome many obstacles and lead to its success. Poor Ethical Choices Despite ethical issues in the past, Ford Motor Company has proven to be an ethical leader in the automobile industry. In 2013 it was selected by the Ethisphere Institute as one of the world’s most ethical companies. Ford hasShow MoreRelatedCase Study : Ford Motor Company Essay2498 Words   |  10 Pagesthe profit maximization. I remember a very famous case study of Ford Motor Company that says the importance of teamwork. In 2006 when Alan Mulally became the CEO of the Ford Motor Company, many senior executives thought that a big change in inevitable as mullally was the outsider. Speculation of changes in team at higher level was at high as Mulally was hired from Boeing because of his expertise in running big organization and employees of Ford Motor were suspicious about his working method. Read MoreCase Study: Ford Motor Company2447 Words   |  10 PagesCASE STUDY: FORD MOTOR COMPANY Leadership and Organizational Effectiveness of Ford Motor Company â€Å"This is everything. It’s heritage. It’s children’s future. It’s everything tied up into one. Failure is not an option.† - Jr. CEO, Ford Motor Company The global marketplace is faced with different challenges that affect its overall management and operations. Various pressures on the internal and external conditions such as the unstable world and local economies, the workforce, the customersRead MoreCase Study Ford Motor Company1461 Words   |  6 PagesCASE STUDY Ford Motor Company Ford Motor Company, one of the world’s largest automotive manufacturers, has worked with Penske on several Six Sigma initiatives. As its lead logistics provider (LLP), Penske’s quality team of associates are trained in Six Sigma practices and work closely with Ford to streamline operations and create and maintain a more centralized logistics network. Together, they uncovered several areas for real cost savings as a result of reducing inbound carrier discrepancies, eliminatingRead MoreCase Study of Ford Motor Company1147 Words   |  5 Pagesï » ¿ Tim Randall Ford Motor Company has been recognized as one of the worlds most ethical companies by the Ethisphere Institute, a leading business ethics think tank (Ford Motor Company.com. Home Page. 2012. PP. 1). This 2010 award of excellence highlights a fundamental transformation for a company that in the mid-1970s was immersed in a scandal regarding the safety of its Ford Pinto sub-compact. The issue which led to major lawsuits, inconclusive criminal charges, and a costly recall ofRead MoreCase Study : Ford Motor Company1220 Words   |  5 PagesThe Ford Motor Company fell into a trap of greed that resulted in the loss of many human lives. Before the disaster of the Pinto fires, Ford had a reputation as being the safety pioneer in the automobile industry with additions such as the seat belts even raising awareness of their safety. However, as the invention of small cars began to take emerge Ford began to lose market shares to the foreign market causing Ford to construct a small compact to satisfy this emerging market. Ford’s stance on â€Å"safetyRead MoreCase Study : Ford Motor Company915 Words   |  4 PagesFord Motor Company Ford Motor Company is headquartered in Dearborn, Michigan. The company is involved in the sale of automobiles, commercial and luxury cars. The company has over 90 plants around the world making it the second largest automobile manufacturer. The company employs more than 213,000 employees hence its human resource management is critical. Ensuring the HR Strategy Is In Alignment with the Business Strategy In the past, organizations have made the mistake of involving HR in the planningRead MoreCase Study of the Ford Motor Company1346 Words   |  5 PagesFinancial analysis of Ford Motor Company 1. Introduction The Ford Motor Company is one of the largest automakers in the world and it is notable due to its powerful position within the global market place. Still, aside from this, Ford is also notable from a business analysis standpoint, representing a firm that has lost its competitive position to the Japanese automakers, due to the inability to recognize changing market trends. Also, the company is notable as it was severely hit by the economicRead MoreCase Study : Ford Motor Company813 Words   |  4 PagesThe company our group chose to analyze was Ford Motor Company. They are based out of Michigan with 181,000 employees and 65 plants worldwide. They currently sell on six continents and sold 2,493,918 vehicles in 2013. The Ford Motor Company Brand also includes Lincoln but it is only sold in North America. There are many risk factors currently for the company, but a main one is the high fixed structural cost they have in place that are easily susceptible to losses in a turn down of the economyRead MoreCase Study : Ford Motor Company1340 Words   |  6 PagesHenry Ford opened his first factory, Ford Motor Company has been changing the automotive industry all across the world. What started out, as a small company with big ideas has become one of the largest and profitable companies in the world. Ford Motor Company, communally known as Ford stared out as a family own company and today is still run by the Ford family. Today, where companies are having to sell or partner with other companies, it is amazing to see a family company grow in the way Ford has sinceRead MoreCase Study : Ford Motor Company1743 Words   |  7 PagesCase Background and Problem Statement: Bill Ford, heir and President of Ford Motor Company (NYSE: F), faced a forecasted thirteen billion dollar loss in 2006. In order to save Ford, Bill Ford had to dramatically alter the direction of his organization [1]. After several unsuccessful attempts at attracting top executives away from his competitors, Bill Ford decided to pursue a route that Ford Motor Company hadn’t in over 60 years by not only hiring a top executive from outside its’ ranks but also

Examine How Diet Can Affect Health Free Essays

string(61) " can have a negative impact on a person’s physical health\." Diet means the kind of food a person customarily eats and this can affect someone positively or negatively, e.g. healthy eating can have a positive effect on someone. We will write a custom essay sample on Examine How Diet Can Affect Health or any similar topic only for you Order Now Healthy eating is consuming the right quantities of food from a range of foods. This is known as a balanced diet and this is essential to be healthy because if you don’t consume the right amount of foods, an excessive amount of sugar and salts, can result in being malnourished. It is important for us to eat healthy because it gives our body the nutrients it needs to perform physically and can strengthen our immune system. Healthy eating doesn’t only affect us physically, it can affect us emotionally, intellectually and socially. An example would be a person consuming an excessive amount of food or not eating the right proportion can make them feel insecure about their body, which would affect someone emotionally. http://www.medicalnewstoday.com/articles/153998.php (accessed on 09/10/2015) http://www.livestrong.com/article/342648-the-positive-effects-of-a-healthy-diet/ (accessed on 09/10/2015) http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/health/diet-nutrition/how-does-diet-impact-health (accessed on 09/10/2015) Physical Health Read also Six Dimensions of Health Worksheet A person’s diet can have a positive impact on their physical health. I’ve already mentioned that eating the right proportion can strengthen the immune system and give us the nutrients we need to perform physically. This is important because strengthening the immune system would mean fighting foreign intruders, like pathogenic bacteria and viruses and would also destroy cells within the body that may become an illness. Eating high amounts of fruits and vegetables would decrease infections, which would fasten the healing of injuries and infections and would decrease vulnerability to symptoms and difficulties from immune system dysfunction. According to Live Science article on the ‘Good Diet, Exercise Keep the Brain Healthy’, eating a well-balanced diet would mean â€Å"protecting the brain from damage, and counteracting the effects of aging.† This is positive impact because the brain is delicate, so it would be essential to shield the brain because damaging the brain would affect a person mentally, physically, socially and emotionally. Counteracting age would be beneficial because it would enable someone in the life stage of late adulthood be physically healthy because they can do exercise and do sports since they are counteracting age. Carolyn Robbins article on The Positive Effect of Health also shows the importance of diet. The article states that â€Å"giving your body the correct fuel will give you more energy and an overall sense of well-being.† This links to what I mentioned about nutrients providing the fuel we need to perform physically, food provides energy. http://www.livescience.com/2675-good-diet-exercise-brain-healthy.html (accessed on 09/10/2015) http://www.bbc.co.uk/worldservice/sci_tech/features/health/healthyliving/dietrisk.shtml (accessed on 09/10/2015) However, diet can have a negative impact on a person’s physical health. You read "Examine How Diet Can Affect Health" in category "Papers" Physical activities are a great way of maintaining a healthy body, but an excessive amount of exercise would cause health problems. The person can feel tired, catch illnesses easily, is regularly sore and may have lack of sleep. This would make the person’s physical health weaken and may lead to affecting the other PIES. An excessive amount of salt and sugar can lead to illnesses such as diabetes or coronary heart disease, these bad habits can be passed on to family members. Passing on bad eating habits would result on children becoming obese and vulnerable to diseases, such as type 2 diabetes. It is important to have a balance proportion of carbohydrates, fats, proteins, dairies, and fruits and vegetables. This is significant in diet because eating too much would result on the person becoming obese, this later can result on bigger health problems. Nursing Times article states malnourished occurs when a person â€Å"has a poor diet that provides them with an incorrect balance of the basic food groups.† This means that a person has consumed an imbalance amount of food from the food group. For example someone may eat more dairy product than fruits and vegetables. This would affect someone physically because it would result on slower immune system and reduce muscle and tissue mass. http://fitness.mercola.com/sites/fitness/archive/2012/12/28/7-hidden-signs-of-overtraining.aspx (accessed on 09/10/2015) http://www.mentalhealth.org.uk/help-information/mental-health-a-z/P/physical-health-mental-health/ (accessed on 09/10/2015) http://www.nursingtimes.net/whats-new-in-nursing/malnutrition/5001811.article (accessed on 09/10/2015) Intellectual Health Diet can affect people intellectually, eating a balanced diet can boost intelligence because a person is able to be more focused due to the nutrients being provided. Nutrients are important for growth. In taking the right amount of food would result on a person’s brain functioning properly. Oily fish is an example of food that boost a person’s intelligences. Disabled World article on â€Å"Why Fish Oil is Brain Fuel† states that the â€Å"long chain polyunsaturated Omega 3 fatty acids are the building blocks of the brain itself and are only found in any significant quantities in oily fish and of course fish oil.† These help strengthen the synapses in your brain related to memory. This is a positive impact on a person’s intellectual health because Omega-3 acid are beneficial for lowering blood pressure and Dr Madeleine Portwood have steadily found that fish oil expands behaviour, concentration levels and learning in the classroom. A high concentration level is essential for learning new information because if you are not focused than you would not process the information and therefore resulting in poor intellectual development. Good behaviour would improve a person’s contribution to learning and this would lead to improving the learning atmosphere in classrooms. http://www.topuniversities.com/blog/foods-fuel-brain (accessed on 09/10/2015) http://www.bbc.co.uk/science/humanbody/mind/articles/intelligenceandmemory/omega_three.shtml (accessed on 09/10/2015) http://www.disabled-world.com/artman/publish/fishoilbrainfood.shtml (accessed on 09/10/2015) http://www.independent.co.uk/life-style/health-and-families/health-news/brain-food-why-the-government-wants-your-child-to-take-omega-3-the-fish-oil-supplement-481930.html (accessed on 09/10/2015) However, diet can have a negative impact on a person’s intellectual health because eating the wrong proportion of food can affect someone academically. For example; a student studying for exams should stay away from processed food because it can lead to them feeling drained due to the chemicals in the ingredients. This would decrease the performance of the student in the exam and therefore, the student would achieve a grade that is not their potential. Fossette Allane article on ‘How Does Healthy Eating Affect Physical, Mental Social Health?’ states that â€Å"you may feel restless or distracted or develop a headache, all of which can impair intellectual performance.† This means that certain food can have a negative impact on our health because if we are restless, distracted or have a headache we are less likely to learn, thus have a negative impact on our intellectual health. http://www.livestrong.com/article/445701-how-does-eating-healthy-affect-your-physical-mental-social-health/ (accessed on 09/10/2015) http://www.mentalhealth.org.uk/help-information/mental-health-a-z/d/diet/ (accessed on 09/10/2015) http://healthyeating.sfgate.com/eating-healthy-affect-physical-mental-social-health-6972.html (accessed on 09/10/2015) http://theconversation.com/you-are-what-you-eat-how-diet-affects-mental-well-being-27115 (accessed on 09/10/2015) Emotional Health What a person consumes can have a dramatic effect on them emotionally. The rapid increase on the number of people that are obese worldwide is related to disorders, such as depression. Children that are obese are often insecure about their body shape. This may be because of media influences and people views on beauty, more people see skinny people to be more appealing. An increase in appetite and not enough exercise can be viewed as a symptom of depression and people with depression are twice as more likely to eat more and less likely to exercise. Due to the lack of exercise and the excessive eating, the person would be more likely to be unhealthy because they are putting on body fat and not losing any. This may lead the person in viewing themselves as ‘worthless’ or ‘ugly’ because their body is putting on weight, so therefore there stomach would grow. This may cause them to be more insecure and feel like that people are making fun of them for the way they lo ok. Anorexia nervosa and bulimia are another eating disorder that has emotionally impacted someone’s life. Anorexia nervosa and bulimia is when someone that sees themselves in being imperfect and would go into extreme measures to become perfect. Similar to obesity, anorexia nervosa and bulimia can make someone feel ‘worthless’ and insecure and not see themselves as beautiful. Eating disorders would cause someone to be emotionally unstable and broken. Help Guide had stated that with anorexia nervosa â€Å"the desire to lose weight becomes more important than anything else.† This shows that with eating disorders the person can become emotionally unstable that they crave to lose or gain weight. http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/health/diet-nutrition/how-does-diet-impact-health (accessed on 09/10/2015) http://healthyeating.sfgate.com/eating-healthy-affect-physical-mental-social-health-6972.html (accessed on 09/10/2015) http://www.prevention.com/food/food-remedies/foods-proven-boost-mood-and-happiness (accessed on 09/10/2015) Nevertheless, diet can have a positive impact on our emotional health. Some people feel satisfied when eating processed food because the food can contain substances that lift self-esteem. Alex Korb says that â€Å"your brain releases dopamine in anticipation of eating good food, and that anticipation makes eating even more pleasurable.† This meaning that food can bring a good feeling when we are eating it. Food can play with our emotions; majority of people crave ice cream when they are overwhelmed and some eat chocolate when celebrating good news. Sara Tomm states that â€Å"when you look good, you feel good and you have self-confidence and fewer inhibitions.† This means that a person can have confidence can be increased through feeling good about your image. The way you view yourself can have an important role on your self-esteem. http://healthyeating.sfgate.com/emotional-effects-bad-diet-2711.html (accessed on 09/10/2015) http://www.everydayhealth.com/depression/depression-and-obesity.aspx (accessed on 09/10/2015) http://www.helpguide.org/articles/eating-disorders/anorexia-nervosa.htm (accessed on 09/10/2015) Social Health Diet can affect a person’s health positively because eating the right proportion can make someone more social. When a person feels happy, their self-esteem and confidence increase and therefore, they would be more willing to social with other people; the gathering could be a family dinner. Eating a healthy balanced diet would lower illnesses related to malnourishment and hence would make the person more social. Leah Hyslop article ‘Socially Awkward? Eat Sauerkraut and Pickles’ states that â€Å"fermented foods, such as sauerkraut and yogurt, may help alleviate the symptoms of chronic shyness.† This means that certain food that are fermented, which is the process in which food is visible to bacteria and yeasts, either through immunisation or naturally through the air, can play with our moods. Sauerkraut and Pickles can make people feel more social. In the article, it mentions that a research was conducted and had found that fermented food can help us not be socially awkward. I had researched more into the studies and discovered that certain food we eat can make us approachable to other people. This would make relationships with others stronger. http://www.telegraph.co.uk/foodanddrink/foodanddrinknews/11667407/Socially-awkward-Eat-sauerkraut-and-pickles.html (accessed on 09/10/2015) http://vitals.lifehacker.com/your-diet-foods-should-make-you-feel-full-not-just-b-1737682858?utm_expid=66866090-76.Xf7HV5ZSS3i8CtAkjmzQiA.0utm_referrer=https%3A%2F%2Fwww.google.co.uk%2F (accessed on 09/10/2015) http://www.webmd.com/20150618/social-anxiety-fermented-food (accessed on 09/10/2015) http://greatist.com/happiness/social-media-food-050813 (accessed on 09/10/2015) If a person doesn’t eat the right proportion of food or skips a meal, this would more likely result on the person becoming irritated and annoyed at the littlest things. This can make the person more likely to become outraged or annoying to others, therefore would put more strains on their friendship with others. Majority of people would not be relevant to someone that may experience mood changes because of hunger. David Benjamin article on Social Benefits of a Healthy Diet states that â€Å"few people want to spend much time with someone who is short tempered or shows unpredictable changes in mood or behaviour.† Hunger can cause a person to become grumpy or less active because of their body craving nutrients that would give them energy to perform physically. Due to being less active a person can feel socially excluded because they may not perform their potential. They may feel that their friends or family are different playing field than them. Consuming to much sugar an d processed food can also make someone easily angry. http://www.livestrong.com/article/199179-social-benefits-of-a-healthy-diet/ (accessed on 09/10/2015) http://healthyeating.sfgate.com/eating-healthy-affect-physical-mental-social-health-6972.html (accessed on 09/10/2015) Factors that Effect Health: Employment Physical People with injuries, such as back pain, find it beneficial to go back to work after the healing process is completed. It would be better for the person to go back to work because they would be physically active and won’t prolong the injury in worsening. For example, a teacher arriving back to work from a leg injury would walk from classrooms to classrooms, which cause the muscles not to strain. Being out of work for a long period of time can worsen the recovery period of a person with injury. Employment can also help a person’s recovery because it provides an income for the employee. There could be a finical barrier preventing a person when it comes to recovery; if they are unemployed they may not be able to afford medications or gym membership. Therefore, employment can help someone recovery period and also make them physically active because they can afford to buy gym memberships or fitness equipment. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/214326/hwwb-is-work-good-for-you.pdf (accessed on 09/10/2015) Intellectual Employment can make a person wiser and experienced from working in a particular occupation for a long period of time. This would mean that the person’s intellectual health would be healthier since they have become more experienced in the occupation, thus knowledge had increased. This shows the benefits of employment has on a person’s intellectual health. Another example of how intellectual health can improve with employment is if a person is returning to work after a period of illness, which can include mental ill-health. Employment can help the recovery period because it can prevent intellectual skills from diminishing. People with mild or severe mental health problems can benefit from working because their minds would be busy with work load and less likely for them to have depression. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/212266/hwwb-mental-health-and-work.pdf (accessed on 09/10/2015) Emotional Having a steady job can make someone feel proud that they achieved or accomplished their goals. Thus increasing their confidents and self-esteem because they would view themselves more highly. Emotions in the workplace can play a huge role in how an entire functions in organisation. Positive emotions, such as happiness and joy, in the workplace can help the employees and employers work efficiently and have a more enjoyable atmosphere. Negative emotions, such as anger and stressed, can create a holistic atmosphere in the workplace. For example; an employee that feels that they are being used by their profession. This is more related to retail workers and teachers because they are often working overtime and are not paid for the overtime. http://www.employeebenefits.co.uk/how-employers-can-boost-employees-emotional-resilience/ (accessed on 09/10/2015) http://www.fastcompany.com/1311650/engaging-your-employees-emotional-benefits (accessed on 09/10/2015) Social Work meets important psychological needs in societies, where employment is the norm. Therefore, work becomes a key factor to individual identity, social roles and social status. A social benefit of employment would be that a person can have a friendship with their colleagues. This meaning that a bond would be established between colleagues, which would make the work environment more enjoyable. Getting paid can allow the person to go places, such as restaurants or concerts, with friends or family members. This would make the person socially more active. It offers a vibrant connection between the individual and society and allows people to contribute to society and attain personal accomplishments. Employment also offers a sense of independence to a person. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/231006/13-1135-economic-and-social-benefits-associated-with-further-education-and-skills-learning-for-those-not-in-employment.pdf (accessed on 09/10/2015) https://www.infoxchange.net.au/news/social-inclusion-through-meaningful-employment-benefits-social-firms-find-out-more-social-firms (accessed on 09/10/2015) Factors that Effect Health: Unemployment Physical Depression can lead to affecting a person’s physical health as well. They are less likely to exercise, which would make them physically unhealthy. Robert Leahy article on ‘Unemployment Is Bad for Your Health’ states that unemployment people are â€Å"more likely to have poor health habits, characterized by excess drinking, smoking, lack of exercise, and a sedentary lifestyle.† This means that unemployment can cause a person to adapt bad behaviour, which can affect a person’s physical health. Excessive drinking can occur because of depression. If a person fails to get a job, it can result on them judging and viewing themselves as worthless. Further making the person addicted to alcohol or smoking. This is a problem because an excessive amount of drinking and smoking can lead to diseases, such as cancer. Unemployment is a cause of early mortality. Studies show that unemployed people with no prior illness were more likely to die at a younger age than the general population. For example, one study displayed that unemployed people with no prior illness were 37% more likely to pass away over the following 10 years than the overall population. Long-term unemployment is related with socio-economic deficiency. People in poverty die younger, have fewer healthy lifestyles and live in less vigorous environments. The financial strain of unemployment also has direct health impacts, with people in debt being more prone to depression. http://www.huffingtonpost.com/robert-leahy-phd/unemployment-health_b_2616430.html (accessed on 09/10/2015) http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1646287/ (accessed on 09/10/2015) http://www.investopedia.com/financial-edge/0811/the-cost-of-unemployment-to-the-economy.aspx (accessed on 09/10/2015) file:///C:/Users/User/Downloads/http—www.aphref.aph.gov.au-house-committee-ewr-owk-report-chapter2.pdf (accessed on 09/10/2015) http://www.urban.org/research/publication/consequences-long-term-unemployment/view/full_report (accessed on 09/10/2015) Intellectual Unemployment can have a negative affect a person’s intellectual health because they would not have the motivation to rely on their academic achievement. This can be difficult for a person with mental health problems because unemployment can slow down recovery period and increase psychological distress, further worsening their intellectual health. Work is significant factor for everyone mental health because it gives a sense of purpose, income and can even promote independence. Unemployment increases the risk of developing mental health problems, such as depression. Unemployment can often result bad credit loans and people may become easily manipulated trying to earn something for a living. This have a negative effect on a person’s intellectual health because they might not be able to comprehend what they are doing due to desiring money. file:///C:/Users/User/Downloads/iwh_briefing_mental_health_2009.pdf (accessed on 09/10/2015) Emotional The loss of organised time, social contact and status have negative effects on health. Unemployment can make someone depressed for not having a job. Majority of people struggle to find a job due to the job market being difficult. This can result on someone viewing themselves in a negative way, such as labelling themselves ‘worthless.’ Wyatt Myers article ‘The Effects of Long-Term Unemployment’ says that â€Å"long-term unemployment brings depression, anger, stress, and a lack of self-confidence.† A person who is unemployed once runs a greater risk of being unemployed again. This means that if a person was to be unemployed for a long period of time, such as a year or two; can lead to them blaming themselves. Unemployed people have lower levels of emotional wellbeing extending from symptoms of depression and anxiety to self-harm and suicide. This may lead to long-lasting job insecurity, an advanced than usual contact to deprived quality jobs and a lack of control over employed life. Depression, anger, stress and lacking self-confidence can prevent a person from applying for a job. This might be because they were unsuccessful in job interviews or applications previously, which would result on their confidence decreasing. The loss of ‘position’ or rank and the loss of self-esteem are related to depression. This can triggers stress mechanisms that increase risk of diseases such as coronary heart disease. http://www.everydayhealth.com/emotional-health/effects-of-long-term-unemployment.aspx (accessed on 09/10/2015) http://psychcentral.com/blog/archives/2011/09/19/the-long-unemployed-emotional-effects-of-unemployment/ (accessed on 09/10/2015) http://edition.cnn.com/2012/06/14/health/mental-health/psychology-unemployment/ (accessed on 09/10/2015) http://everydaylife.globalpost.com/emotional-responses-unemployment-12711.html (accessed on 09/10/2015) Social Unemployment can have a negative impact on a person’s social health. Not having enough money can result on someone being socially excluded in their friendship circle because they can’t afford meals or tickets. The person’s relationships with friends and family members may change more dramatically if they rely on them for financial support, which can result on strains forming in their relationship. An example would be if someone was living off their parents. This means that their parents are paying for their living arrangement, mobile phone, food and maybe even clothing. The parents may feel that their child is a failure because in western cultures it is seen as a norm for children to leave their family home when they reach a certain age. However, this is not the case for Asian and African culture because they tend to want to keep their children with them until they marry someone else and start their own family. Relying on someone finically can make relationships with others worst because it can make people feel like they are being used due to spending money, which is necessary to make a living. Unemployed person would not have the necessary amount of money to buy enough food or pay for their homes. Geoff Riley article ‘Revision: Consequences of Unemployment’ articulates that â€Å"unemployment is linked to social deprivation.† This means that unemployment can cause a loss of socialisation, which can make friendship circles decrease and can result on a person feeling depressed. http://www.tutor2u.net/economics/blog/revision-consequences-of-unemployment (accessed on 09/10/2015) http://www.enotes.com/homework-help/what-adverse-effects-unemployment-391203 (accessed on 09/10/2015) http://www.bridgingeurope.net/consequences-of-high-youth-unemployment.html (accessed on 09/10/2015) https://www.spssi.org/index.cfm?fuseaction=page.viewpagepageid=1457 (accessed on 09/10/2015) How to cite Examine How Diet Can Affect Health, Papers

Systematic Sythnthetic Phonics free essay sample

The National Literacy Strategy has been in place since 1998 and since this time there has been a significant increase in the teaching of phonics in literacy, and there have been substantial changes and improvements in the teaching. Although the teaching of phonics has been increased and an improvement has been seen, children were still failing to meet the standards expected in literacy, which means teachers needed to review and improve the way they teach phonics in the literacy hour. Here in the UK we live in a print dependent society, so it is important that, as far as is possible, all children become effective readers and writers, people who are both functionally literate and who enjoy engaging with print. In March 2006 the Secretary of State for Education for England, commissioned the Rose Report which recommended that synthetic phonics must be included in the early reading instruction (Styles. M, 2007). The Rose review provided a simple model of reading which basically states that skilled reading requires two processes: the reader recognises and understands the words on the page (word recognition and decoding) and the development of language comprehension ( that is written texts as well as spoken language are understood and interpreted). Both processes are required, but one without the other is not sufficient (Ofsted, Getting them reading early, 2011) There has always been a debate regarding the teaching of reading, relating to published schemes or a whole language approach, and it had been said that â€Å"understanding the particular demands made by a language like English is crucial for the successful early teaching of reading in English†. Joyce Morris (1984) believed that synthetic phonics was the only way to teach reading and described it as teaching students to convert letters into sounds to form recognisable words, compared to Analytic phonics which introduces children to whole words before teaching them to analyse these into their component part (Styles. M, 2007). Personal teaching practice has seen Jolly Phonics, Letters and Sounds and more recently Read, Write Inc (appendix 1) being used to teach and learn English, throughout Foundation stage and Key Stage 1. These schemes work alongside the principle that children will learn a new sound and then be able to blend sounds together to form a word, they are not literally reciting a word from memory. Whichever programme is delivered, it has been emphasised how importance it is to remain consistent, systematic and delivery being regular, else there is a high chance of the programme being floundered, which is referred to as â€Å"fidelity to the programme†. Through own teaching practice it has been seen where a child memorises words on sight within a book, or literally remembers the story from having it read to them, and then when they read it to a teacher they are believed to have read it fluently so are just given the next book, and before long the child is moved up the reading scheme without having any knowledge of reading at all, and this sometimes is not picked up for some time, and so has a detrimental effect on the child’s reading. Parents do not always have the knowledge to realise when their child is just reciting what they have heard, so foremost it is the responsibility of the teacher to ensure the children do have the strategies provided to them to allow them to read accurately, so therefore the Rose Review may help in preventing this from happening. Previous research into the teaching of reading and writing led to the findings that numerous children were not reaching the expected level 4 at age 11 in English, and the proportion stalled to 80%. It was said that the best primary schools in England teach children to read, however this could be argued when children are still starting Secondary School below National expectation. Research has found that children are taught to read when a school sets the foundations for a very rigorous and sequential approach to developing speaking and listening and teaching reading, writing and spelling through systematic phonics, and if schools focus on this objective, adopt a consistent approach and make every minute of every lesson count, then they can achieve high standards in reading (Ofsted, Report summary, reading by six, how the best schools do it, 2010). This obviously requires teachers to eliver a highly structured approach to teaching phonic knowledge and skills, which includes a fast pace, praise and reinforcement, perceptive responses, active participation by all children and evidence of progress, all of which personal teaching practice has witnessed daily (appendix 1). If teachers are going to prevent these statistics of failing children to read and write, then assessment needs to be top priority, as this enables pupils to be quickly identified if they are falli ng behind (Ofsted, Report summary, reading by six, how the best schools do it, 2010). The government’s white paper, the importance of teaching, in November 2010 stated its case for phonics. It said it would ensure all children have the chance to follow an enriching curriculum by getting them reading early, this means supporting the teaching of systematic synthetic phonics and introducing a simple reading check at age six to guarantee that children have mastered the basic skills of early reading and also ensure children are identified with learning difficulties, and this is now reflected in the new teacher standards, under the heading ‘Developing good subject and curriculum knowledge’. Teachers delivering early reading must now demonstrate a clear understanding of systematic synthetic phonics. It was also made clear that Ofsted would enhance its inspector’s expertise in assessing the teaching of reading, so that their judgements reflect appropriate expectations and recognise particular features of systematic synthetic phonics teaching. The reason being for this so that if reading and writing are not good at the end of year 2 and 6 then Inspectors have the sufficient knowledge to allow them to ask questions relating to the unsatisfactory progress children have made. The development of the new phonics screening test for six year olds means that inspectors are even more likely to encounter phonics. (Ofsted, Getting them reading early, 2011) The findings of the Rose Report has provided many discussions for schools, and have subsequently made schools review and improve their provisions, particularly the frequency and pace of their phonics sessions. Teachers have now begun to see the importance of teaching the phonemes and graphemes in a specific order, so are delivering the programmes through the correct structure, to enable the children to progress successfully. To allow this success to continue, it is important that all staff be allowed access to regular high quality training, which will be provided by the local authority. (Ofsted, Responding to the Rose Review: schools approaches to the systematic teaching of phonics, 2008). Another impact that the Rose Review has had on schools is the introduction of the year 1 phonics screening check, and this has been used in all mainstream schools in England since 2012, and the purpose of it is to identify pupils who need extra support and ensure that they receive help, children who do not reach the required standard in year 1 then retake the screening check in year 2, which inspectors will then follow up looking at data providing information about the impact of any interventions that the school has put in place and the speed in which children were able to catch up with their peers, the focus of the test is simply to ensure that children have mastered the basic skills of early reading. This obviously has put pressure on schools to make sure that the way they are delivering the systematic synthetic phonics is correct and that every member of staff responsible for it has been given sufficient training and guidance to enable them to achieve the results expected from the m, or be prepared to answer questions about why their pupils are underachieving. Schools which have already undertaken the screen check have already said that they found it helpful in identifying children who are struggling with phonic decoding, and need intervention and pinpointing particular aspects of phonics that numerous children are finding difficult. One area of the test which some schools had issues with was the inclusion of nonsense words, and through personal teaching practice it has been found that some higher ability children do struggle with the concept of nonsense words, because they understand it does not make sense, so refuse to sound it out, however these children must be taught to overcome this as it had been found that children need to have a strategy for working out words that they have not come across else once again you risk the chance that children are just remembering words on sight (Ofsted, Getting them reading early, 2011). Because of the screening check, teachers have to ensure that they make themselves very familiar with the relevant sections as only they are able to administer it, and it has to be administered correctly, and the materials have to be stored securely for the duration of the check week and until the last check has been administered, to ensure no child has an unfair advantage, once the check is complete it has to be reported to the local authority.. Research has been undertaken to address questions such as â€Å"does systematic phonics instruction help children learn to read more effectively than non-systematic phonics instruction or instruction teaching no phonics? †, and â€Å"are some types of phonics instruction more effective than others? †. It was concluded by the National Reading Panel that ‘specific systematic phonics programs are all significantly more effective than non-phonics programmes, however they do not appear to differ significantly from each other in their effectiveness although more evidence is needed to verify this. Rose wrote, ‘analytic phonics is good, but synthetic phonics is better’ (Wyse. D, 2008), for this statement to qualify then the amount of children leaving primary school at the age related level 4 should definitely start to improve and more so now since the introduction of the screening check, as this should prevent children slipping through the system. Since the Rose Report was introduced schools have emphasised that the impact of the systematic approach to teaching phonics had raised their expectations of how quickly and well children could learn to read and write, and subsequently schools have now been forced to look at other aspects of their practice, like the transition from the foundation stage to year 1, the use of tracking data, the grouping of children, and the teaching of writing (Ofsted, Responding to the Rose Review: schools approaches to the systematic teaching of phonics, 2008). It is clear from research that the majority of schools have welcomed the programmes clear structure and believe that it will assist planning and consistency. Evidence is showing that children are enjoying their phonics lessons, due to the fact that they can actually put letters and sounds together in a meaningful way, some schools have actually noticed an improvement in boys enjoyment at learning to read which could be a subsequent improvement in relation to current educational issues relating to the underachievement of boys in English, particularly writing. Personal teaching practice has shown that Read, Write Inc never gives a child a book that they cannot phonetically decode for themselves (as seen in appendix 1) so therefore children are never faced with the daunting worry that they are going to have to read something that they can’t, instead they are full of confidence and actually enjoy reading their books, which then in turn transmits into their writing. The Rose Review enforced a dramatic change in the content and method of teaching children to read. The National Literacy Strategy needed to change before even more children failed to meet the expected standard of Literacy, and were therefore being let down by professional teachers during the most important years of their life. Teaching and learning of reading are human processes, subject to the uncertainties, and unpredictability that comes with human kind. The ability to read is the key to educational achievement, without a basic foundation in literacy children cannot gain access to a rich and diverse curriculum. Poor literacy limits opportunities not only at school, but throughout life. By introducing systematic synthetic phonics throughout all the schools in England it can only be hoped that children are now receiving the delivery of Literacy at the expected level to enable them to become fluent independent readers with the capability to express themselves with words and writing. This way of teaching phonics is always going to come across some barriers, and of course there will be some children that cant process this level of education, but hopefully those children will be in the minority, and will quickly be identified through constant assessment and then through intervention will be able to have their misconceptions corrected and catch up with their peers. Bibliography Morris, J. (1984). Phonics 44 for initial literacy in English. Reading, 18. 1. Ofsted. (2008). Responding to the Rose Review: schools approaches to the systematic teaching of phonics. Retrieved February 12, 2013, from www. ofsted. gov. uk/resources/responding-rose-review-schools-approaches-systematic-teaching-of-phonics. Ofsted. (2010, November 14). Report summary, reading by six, how the best schools do it. Retrieved February 12, 2013, from www. ofsted. gov. uk/publications/100197. Ofsted. (2011). Getting them reading early. Retrieved february 12, 2013, from http://www. ofsted. gov. uk/resources/getting-them-reading-early. Styles. M, W. a. (2007). Synthetic phonics and the teaching of reading: the debate surrounding Englands Rose Report . Literacy, 35 42. Wyse, D. a. (2008). Synthetic phonics and the teaching of reading. British Educational Research journal, 34 (6), 691 710. Wyse. D, G. (2008). Synthetic phonics and the teaching of reading. British Educational research Journal,, 691 710. Appendix 1 An overview of one school’s approach to the teaching of systematic synthetic phonics St Thomas Primary School, Boston, Lincolnshire Read, Write Inc Read, write Inc is a rapid learn to read programme to enable children to read to learn for the rest of their lives. It was designed for children four years plus, for older children who need to catch up, and for children who are new to English. It works by teaching children 44 sounds and matching letters/letter groups, and teaches them to blend sounds to read words. Children read lots of specially written books, which only contain the phonemes which they have learnt, therefore a child is never presented with a book that they can’t actually read. Children are constantly praised throughout the teaching, and always work with a partner to allow them to be a teacher as well, and to learn to give praise back. This approach is relatively new to this school, and has been incorporated by all members of foundation stage and KS1 members of staff, through 2 days of Read, Write INC training. Phonic Lead observes and provides in house/1:1 training and coaching, or team teaching sessions. Some staff are required to have outside training as a top up, or support with their misconceptions. Children’s progress is tracked by assessing them every 6 weeks and then the phonics co-ordinator analyses the data to see if the children are making progress, and then the children are regrouped accordingly to what sounds they know, this prevents children working at the wrong level and having gaps in their knowledge, when this assessment takes place it also gives the Phonics lead the opportunity to identify any children that need intervention. Teachers have Phonic displays in KS1 which link sounds, and words that are continuously linked to all learning. Alphabet freezes to support recognition and formations. Teachers will have flash cards/ words in pocket/apron to show children throughout the day. In Reception and KS1 teachers encourage children to use phonics when reading and writing during carpet session, adult directed activities and independent work. Phonic Lead also delivers phonic training to parents at the beginning of the year, to support learning at home. EYFS lead ob serves children in preschools and

Effect of Gunpowder on the Mongolian Invasion of the Europe before 1850

Introduction Gunpowder is probably one of the most renowned inventions that originated from China. It was invented early in the third century or during the late days of the Han Dynasty (Buchanan, 2006, p.123). During this period, no one knew that gunpowder could be of great importance in the battlefield.Advertising We will write a custom term paper sample on Effect of Gunpowder on the Mongolian Invasion of the Europe before 1850 specifically for you for only $16.05 $11/page Learn More Hence, the various dynasties that regularly went into war did not use gunpowder as one of their weapons. The Mongols invasion that led to the ouster of the Sung dynasty saw the use of gunpowder in war fields for the first time. The Chinese used gunpowder-propelled weapons against the Mongols, but they could not overcome the Mongols since they had a strong army. The Mongols borrowed the art of using gunpowder to make their weapons from the Chinese and later applied it in fig hting the Chinese (Rossabi, 2012, pp.79-87). One of the factors that led to the success of gunpowder usage among the Mongols touches on the fear that weapons made of gunpowder instilled on the enemies. Gunpowder facilitated in the development of more devastating weapons like flaming arrows, gunpowder canisters, and cannons. All these weapons caused immense damage thus instilling fear in the victims, which forced a majority of the victims to surrender to their adversaries. The Mongols used this advantage to surmount all their enemies in Europe and other areas. This paper will focus on a brief history of gunpowder and the Mongolian invasion before exploring the effects of gunpowder on the Mongolian invasion of the Europe before 1850. History of Gunpowder The invention of gunpowder marked the beginning of gun production. The development of gunpowder runs back to the Chinese alchemy. In addition, it is widely classified as one of the four great innovations made by the Chinese (Cocroft, 2000, p.246). Gunpowder emerged as early as the 9th Century during the Tang Dynasty. Nevertheless, many people did not know about the substance until the 13th century during the Mongolian invasion. It was manufactured from carbon, potassium nitrate, and sulfur. During the 14th century, people began to use gunpowder in production of weapons. Nonetheless, they could hardly manufacture superior weapons using gunpowder until the 15th century when firearms surfaced (Gray, et al., 1982, pp. 3385-3400). Initially, gunpowder was used in the engineering and mining industries. Before the discovery of gunpowder, engineers laid down their railways in line with contours of the terrain. It was hard for engineers to cut across a hill since they were not capable of blasting rocks.Advertising Looking for term paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nevertheless, the discovery of gunpowder made it possible for railway constructors to bu ild tunnels on high grounds, thus reducing the distance that railway line could cover. For instance, in constructing the Great Western Railway that runs between Bristol and London, engineers used a lot of gunpowder to develop the box tunnel. After the discovery of gunpowder in China, it did not take long before the substance reached other countries. The Mongolian invasion in Europe opened a way for gunpowder to reach Europe (DeVries, 1998, pp. 127-145). Moreover, after the Mongolian attack, William of Rubruck, who worked as an ambassador for the Mongols, contributed to the introduction of gunpowder in Europe. He was a great friend of Roger Bacon and in the process of their interaction; he shared with him the idea on how to manufacture gunpowder leading to its development in Europe. With time, the Europeans started manufacturing gunpowder and even developing guns. The Mongolian Invasion The Mongols invaded Hungary with the assistance of three armies. One of the armies attacked from P oland. The second army attacked through Transylvania, while the third army attacked via Verecke Pass ensuring that it cleared everything it came cross during the invasion (Duiker Spielvogel, 2008, pp.167-185). In 1223, the Mongolian army invaded the Cumans who decided to flee to Hungary on sensing defeat. Their move to Hungary convinced the Mongols that the King of Hungary was threatening to control their subjects, and thus to stop this threat, the Mongols had to wage war against Hungary. They attacked Hungary at a time when it was experiencing political unrest (Chambers, 2002, p.183). The King’s support of the Cumans led to some of the noble people in Hungary rebelling against the king. The arriving Cumans entered into a conflict with the Hungarians leading to riots in the country. The riot led to the murder of the Cuman’s leader, thus forcing the Cumans to move south. No one believed that the Mongols’ attack posed a threat to Hungary. On March 15, the Mongols front line walked into Pest and started looting and destroying the place. Nevertheless, King Bà ©la did not take the attack seriously and warned his soldiers against retaliation. Duke Frederick went ahead and invaded a minor army comprising of the Mongols.Advertising We will write a custom term paper sample on Effect of Gunpowder on the Mongolian Invasion of the Europe before 1850 specifically for you for only $16.05 $11/page Learn More His victory made the Hungarians to view their king as coward. After the victory, the archbishop of Kalocsa decided to face the Mongols in a battlefield, but was defeated and killed (May, 2011, p.69). In the end, the King decided to fight the Mongols, which led to their retreat. The retreat confirmed the Hungarian opinion that the Mongols were not a major threat to their kingdom. After a series of confrontation with the Mongols, the Hungarian soldiers together with their king reached river Sajo, where they decided to ta ke a rest. They were not aware of the trap laid against them by the Mongols. The wooded terrain made it hard for the Hungarian soldiers to notice that there were more Mongolian soldiers awaiting them ahead. They planed to attack the Hungarians as they crossed the river. However, one of their captives escaped and informed the Hungarians about their motive thus sabotaging the plan. Finally, the Mongols decided to cross the river and attack the Hungarians and this is where the Hungarian soldiers managed to catch up with them as they crossed the river thus defeating them (May, 2011, p.73). The victory at the bridge misled the Hungarians into celebrate long before the battle was over. The Mongols regrouped and came up with new attacking methods. The frustration from the Hungarian King made it hard for the Hungarian soldiers to organize themselves thus giving the Mongols a chance to cross the river and stage a major attack. The Hungarians had the numbers and were in a position to overcome the Mongols. Nevertheless, the weapons that the Mongols used in their attack were a shocker to the Hungarians. The Mongols used gunpowder to come up flaming arrows. The shocked Hungarians soldiers could not defend themselves leading to most of them dying in the hands of the Mongolian soldiers. Most of the Hungarian civilians fled to mountains and other areas where the Mongols could not reach them. The remaining Hungarian soldiers kept engaging the Mongols in guerrilla attacks, but were unable to surmount them. As the Mongols were preparing to expand their territory in Europe, they received a message of the demise of the Great Khan Ogedei forcing them to retreat to their land, which brought heralded the end of the Mongolian invasion in Europe (Saunders, 1971, p. 215).Advertising Looking for term paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Effects of Gunpowder on Mongolian Invasion One of factors that led to the Mongolians waging war against Europe is that some of the European countries like Hungary agreed to host the Cumans and Kipchaks as they fled from the Mongolian attacks in Russia. The two groups were nomadic like the Mongols (May, 2011, p.81). Consequently, the Mongolian ruler believed that they were his subjects and were supposed to submit to his leadership only. Therefore, to ensure that he regained his subjects and perhaps teach Hungary a lesson, Subedei hatched a plan to attack Hungary. He came up with two groups of soldiers where one group was to attack Poland while the other one proceeded to Hungary. In March 1241, the Mongolian troops proceeded to Hungary, but later withdrew from attacking the Hungarians. This move duped the Hungarians into thinking that the Mongolians were afraid of them. Therefore, they dismissed the assistance of the Kipchaks and Cumans who were experienced in war. Meanwhile, the othe r group proceeded to Poland where it attacked the country causing immense damage. During this invasion, gunpowder played a significant role. It reinforced the fighting capacity of the Mongolian soldiers. The Poland’s army comprised of armored knights. Nevertheless, they could hardly withstand the wrath of the Mongolian soldiers who had guns and other weapons propelled using gunpowder. Gunpowder made it possible for the Mongolians to attack and destroy the Poland soldiers from a distance. It was possible for the Mongolians to send gunpowder-propelled shells to the Poland soldiers, which left most of them dead and others maimed. Another effect of gunpowder in the Mongolian invasion of Europe is that it facilitated in destroying and annihilating all the major cities in the region (Khan, 1981, pp. 146-164). The ancient troops used the scotched earth technique as one of the ways to surmount their enemies. The soldiers ensured that they burnt down everything they came across as the y pursued their enemies. The technique aimed at ensuring that their enemies did not get any material support or access hiding places. By burning everything, the victims had no alternative but to surrender to their rivals or move away from their land leaving it in the hands of their enemies. The Mongols used gunpowder to burn down all the European cities they came across leaving their inhabitants with nowhere to hide. It would have been hard to burn down the cities without something explosive, and thus gunpowder acted as the best alternative for this intention thus helping the Mongols execute their intentions with limited challenges. The Mongols ensured that they gutted down all the towns and cities they came across during their European invasion. This move left the Europeans with nothing to rely on thus rendering them incapacitated. During war, most armies depend on their cities for supply of barely everything ranging from food to military support. Besides, some cities act as forts through which soldiers accost their enemies (Khan, 1996, pp. 41–45). Annihilation of such cities leaves the soldiers with nothing to use as their barrier. Moreover, it makes the soldiers weak due to lack of food supply. The Mongols used their long-time experience coupled with gunpowder to incapacitate their enemies in Europe. As gunpowder is explosive, they applied it in burning all the cities that offered support to the European soldiers. In some of the cities, it was hard for the Mongols to create their way without the help of gunpowder. In some of the European cities, residents had established huge walls that acted as their protective armor during wars. It was hard for the Mongols to get over these walls without coming up with a way of bringing them down (Pacey, 1997, p.137). Therefore, gunpowder played a significant role in helping the Mongols demolish these walls, eventually making their way into the cities. Besides, gunpowder helped the Mongols to strengthen their caval ry. Before the discovery of gunpowder, dynasties depended on heavy cavalry during wars. The introduction of gunpowder led to the infantry and cavalry becoming some of the major fighting forces for the Mongols and other fighting blocks (Ling, 1947, pp.160-178). The Mongols managed to establish a light cavalry, which had the benefits of mobility and speed. With this cavalry, the Mongols could now attack their adversaries at swift speed giving them no time to regroup themselves and stage a meaningful opposition. The Mongols used light cavalry to attack Poland. The discovery of gunpowder made all these conquests possible. The cavalry rode on horseback and used crude weapons like spears with explosives tied at their tips. Besides, the invention of gunpowder led to the establishment of novel fighting tactics dubbed caracole, which comprised of orthodox cavalry that used firearms and carbines to fight. Without gunpowder, it would have been hard for the Mongols to overcome the European sold iers at the Battle of Mohi. The European soldiers used plate armor, which was designed in a way that it was hard for sharp objects like spears to penetrate it. Prior to the discovery of gunpowder, most of the soldiers used sharp objects like spears during the war. Hence, the warriors had come up with armors to help in mitigating the impacts of spears during war (Roux, 2003, pp.214-227). However, the invention of gunpowder forced the European soldiers to work on their plate armors. They designed the armors in a way that soldiers could withstand pistol or harquebus balls. It meant that for any troop to surmount the European forces, it had to have superior weapons. The invention of gunpowder helped the Mongols to come up with superior firearms, which could penetrate the plate armor. Without these guns, it would have been hard for the Mongols to advance their conquest cross the Europe. European soldiers had already borrowed the idea of gun production from China and had come up with stro ng plate armor. The Mongolians took advantage of gunpowder to instill fear on their subjects throughout their invasion in Europe. They not only used the weapons made out of gunpowder to kill those opposed to them, but also ensured that they destroyed the entire city as a way of sending a strong message to their next victims (Ragan Ridenour, 2004, pp.436–443). The trend of killing their victims as well as destroying all the cities where they faced opposition worked very well towards subduing many dynasties. Some dynasties were not ready to face their wrath and had to give in to their demands, collaborate with them, and become their subjects as a way of protecting their cities. Having seen some major cities in countries like Poland and Hungary come down and their people killed, it instilled the â€Å"Mongolian† fear in many cities across Europe. These actions not only instilled fear on the Europeans, but also made them to believe that the Mongols were superior to any ki ngdom. Hence, to avoid any damage, there was no need of the cities to engage in battles they could not win. After the Mongols used flaming arrows on Hungarian soldiers entrapped within a camp, the soldiers got terrified and opted to escape through a route that the Mongols had established purposely to trap them. As the soldiers fled the camp, the Mongols got a chance to attack and kill most of them. The Mongols knew that it would be easier to kill the Hungarians as they escaped than accosting them within their safe zones. Hence, they used gunpowder to make sure that the soldiers came out of the camp. The gunpowder explosion terrified the Hungarians forcing them to bolt from the camp falling into the hands of the Mongols. Conclusion The Chinese were the first people to invent gunpowder. Initially, no one knew that gunpowder could be a crucial component in the manufacture of weapons. Hence, people used it in launching fireworks as well as blasting rocks during construction of railway l ines. With time, people started to use gunpowder in the manufacture of crude weapons. One of instances where gunpowder played a significant role in the manufacture of weapons was during the Mongolian invasion of Europe. Use of gunpowder to manufacture weapons greatly contributed to the Mongolian victory during their invasion. It strengthened the fighting capacity of the Mongolian soldiers (May, 2011, p.81). Without gunpowder-propelled weapons, it would have been hard for the Mongols to surmount Polish and Hungarian soldiers who used plated armors. It was hard to pierce through the armor using spears and arrows. Nevertheless, the gunpowder firearms that the Mongols used were strong enough to penetrate the armors. Besides reinforcing the fighting capacity of the Mongolian soldiers, gunpowder helped combat soldiers in their scotched earth tactic. Using gunpowder, the Mongolians managed to annihilate everything belonging to their rivals, thus subduing them easily. The Mongols came up wi th light weapons. Consequently, they stopped depending on the heavy cavalry and turned to light cavalry during their attacks (Khan, 1981, p. 147). Consequently, it was possible for them to attack at a swift speed giving their enemies no time to prepare. Besides enhancing the attacking speed, gunpowder helped the Mongols to instill fear in their enemies, which compelled the majority to flee while others opted to negotiate with the Mongols. One of the factors that made the Mongols overcome the Hungarians is the fear they instilled on the Hungarian soldiers. After the Mongols attacked the Hungarian soldiers using flaming arrows, the soldiers got terrified and thus they could not withstand the attack. In the ensuing melee, the Hungarian soldiers tried to escape only to run straight into the Mongolians trap where majority were killed as they escaped (Ragan Ridenour, 2004, p.448). References Buchanan, B. J. (2006). Gunpowder, explosives and the state: A technological history. Aldershot, Hampshire: Ashgate. Chambers, J. (2002). The devil’s horsemen: The Mongol invasion of Europe. New York, NY: Atheneum. Cocroft, W. (2000). Dangerous energy: The archaeology of gunpowder and military explosives manufacture. Swindon, UK: English Heritage. Devries, K. (1998). Gunpowder weaponry and the rise of the early modern state. War in History, 5(2), 127-145. Duiker, W., Spielvogel, J. (2008). Explosion in Central Asia: The Mongol Empire: The essential world history (3rd Ed.). Belmont, MA: Thomas Wadsworth. Gray, E., Marsh, H., Mclaren, M. (1982). A short history of gunpowder and the role of charcoal in its manufacture. Journal of Materials Science, 17(12), 3385-3400. Khan, I. A. (1981). Early use of cannon and musket in India: A.D. 1442-1526. Journal of the Economic and Social History of the Orient, 24(2), 146-164. Khan, I. A. (1996). Coming of gunpowder to the Islamic world and North India: Spotlight on the role of the Mongols. Journal of Asian History, 30, 41–45. Ling, W. (1947). On the invention and use of gunpowder and firearms in China. Isis, 37(4), 160-178. May, T. (2011). The Mongol conquests in world history. London, UK: Reaktion Books. Pacey, A. (1997). Technology in world civilization: A thousand-year history. New York, NY: Maple-Vail, Inc. Ragan, M. C., Ridenour, W. M. (2004). Novel weapons: Invasive success and the evolution of increased competitive ability. Frontiers in Ecology and the Environment, 2, 436–443. Rossabi, M. (2012). The Mongols: A very short introduction. Oxford, UK: Oxford University Press. Roux, J. (2003). Genghis Khan and the Mongol Empire. New York, NY: Harry N. Abrams, Inc., Publishers. Saunders, J. (1971). The history of the Mongol conquests. London, UK: Routledge. This term paper on Effect of Gunpowder on the Mongolian Invasion of the Europe before 1850 was written and submitted by user Aubrey Goff to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

CONSTITUTIONAL POSITION PAPER essays

CONSTITUTIONAL POSITION PAPER essays At the heart of this argument, the issue is weather or not the founding fathers were thinking of themselves, or of others when the constitution was written. That is basically what it comes down to when the problem is watered down. John Roche, the one who believes that the founding fathers were incredible democratic reformers says yes, whiles Alfred Young says now and believes that the founding fathers were nothing more than a group of elite merchants, lawyers, and slave holders that were forced into creating a fair document that could be used by all. I personally believe that both of them make good points but I believe that I am inclined to lean to John Roches side. For if the founding fathers were forced into creating something fair that they personally could prosper for, then they would not have had to go to such great extents to create the constitution. I agree with John Roche on several parts, including that the founding fathers were the most superb reformers of their time. Not only that, they were committed to working for and within a democratic framework. For if these men were not committed to working for the people, they would not have stood out like they did during the revolutionary war. If you look at any bit of the time during and before the war, when the British were passing all of those impossibly unfair laws against the colonists to extort them, you will see nearly all of the names that signed the constitution, and the Declaration of Independence, stand out constantly. My second point, yes, Alfred Young is right and the founding fathers were generally a part of an Elite group of well-educated lawyers, and merchants. But let us face it, would you want dumb common farmers writing a constitution that would be shaping a nation? These men were rich, yes, but they were also selfless. They were risking their fortunes during the war to fight for equality. Were they just looking to profit for themselves, they mainly wo...

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Mechanical barrier against infection Take Home Midterm 1.) One example of a mechanical barrier against infection would be the surface layer of our skin. The surface layer of human skin is acidic and very dry, thus making it difficult for pathogens to survive. In addition to this, the surface layer of human skin consists of dead epithelial cells, under which many viruses have difficulty replicating. Moreover, dead epithelial skin cells are frequently being replaced, and thus pathogens that are present on the skin often do not have a chance to cause infection. Therefore, the surface layer of human skin is a very important mechanical barrier against infections. Sometimes they are circumstances under which the surface layer of our skin can be compromised, thus resulting in infection. Several breaches to the surface layer such as through bites, burns, cuts, or trauma can allow for bacteria to enter into the tissue, thus resulting in infection. One such example of an infection that can result from a breach of the skin is Rocky Mountain spotted fever. Rocky Mountain spotted fever is transmitted from a bite from an infected tick. Rocky Mountain spotted fever is caused from the bacterial organism Rickettsia rickettsii and may cause fever, nausea, abdominal pain, and joint pain. In addition to this, burns to the surface layer of the skin can destroy the protective layer and thus allow for many types of bacteria such as staphylococci to colonize and infect the individual. Thus, the surface layer of our skin is an extremely important mechanical barrier against infection and protects us from surface and environmental pathogens. Church, Diedre, Owen Reid, and Brent Winston. Burn Wound Infections. Clinical Microbiology Reviews 2nd ser. 19 (2006): 403-34. PubMed Central. Web. 31 Mar. 2010. . United States. Centers for Disease Control and Prevention. Division of Viral and Rickettsial Diseases. CDC, 1 Apr. 2008. Web. 31 Mar. 2010. . 2.) In recent years, globalization has lead to many issues associated with food borne illnesses. Some of the factors related to this issue are an increase in the amount of food that is traded between countries, international travel and migration of individuals from different countries, and economic and technological advances that have changed the types of foods that individuals eat. In addition to this, the ways in which foods are prepared are changing, and the introduction of new foods to new regions are some of the factors affecting food borne illnesses. Furthermore, dietary habits of individuals are beginning to shift to a healthier diet and more and more individuals are starting to eat more organic and fresh food. To be able to meet these demands, the United States and other countries have to import certain foods on a seasonal basis. For example, according to the CDC, more than 75% of the fresh fruits and vegetables that are available in U.S. markets and restaurants are imported. It has been estimated that the increased demand for fruits and vegetables has nearly doubled the rates of food borne illnesses. Therefore, individuals are at a greater risk to acquire a food borne illness from contaminated food that is imported from other countries. Currently, one of the largest consequences of globalization and international trading is that when food becomes contaminated it can spread all over the world. In years past, food borne illnesses were thought to be local events and it was easier to ascertain the cause of the illness. However, this is no longer the case and takes much longer now that globalization has occurred. One example of a food borne illness that spread to different countries was an outbreak of shigellosis in eight restaurants caused by a common strain of Shigella sonnei that occurred in the United States and Canada between July and August in 1998. It was determined that the illness was associated from the ingestion of parsley. In each case the parsley was found to have been chopped and left at room temperature for several hours before being used. In addition to this, in 6 of the outbreaks it was found that the parsley was traced to a specific farm in Baja California, Mexico. Thus, it was likely that the parsley h ad been contaminated before shipment. Therefore, as seen from these examples, globalization has had a major impact on food borne illnesses and with changes in dietary habits, the increase in international travel and migration, and an increase in imported foods have been some of the main reasons associated with food borne illnesses relating to globalization. Angier. A World in Motion: The Global Movement of People, Products, Pathogens, and Power. The National Academies Press. 2001. Web. 31 Mar. 2010. United States. Centers for Disease Control and Prevention. National Center for Infectious Diseases. Foodborne Disease Control: A Transnational Challenge. By D. W. Betthcer. 4th ed. Vol. 3. Atlanta: CDC, 2010. National Center for Infectious Diseases. Web. 31 Mar. 2010. . United States. World Health Organization. Food Safety and Foodborne Illness. Web. 31 Mar. 2010. . 3). According to Dr. Nelson El-Amins lecture, vaccinations have had a large impact on infectious disease rates. One such disease that has seen a dramatic decrease in the number of individuals affected is Tetanus. According to the lecture, the number of individuals that had Tetanus in 1947 was about 560-570. Since vaccination for Tetanus has occurred in the United States, there has been a steady downward decrease in the number of individuals affected. In 2002, the number of individuals affected with Tetanus was about 10-20. In addition to this, another disease that has significantly decreased due to vaccination is the rates of individuals affected with Diphtheria. According to the lecture, in 1940, the number of individuals affected with Diphtheria was about 16,000. Since vaccination for Diphtheria, the rates of those infected have significantly decreased. In 2000, the rate for those infected with Diphtheria was almost non-existent. And finally, another example that was presented in D r. El-Amins lecture was disease rates for Polio. At one time, Polio was the most feared disease in United States and caused either paralysis or death. Before there was a vaccination for Polio, Polio affected more than 20,000 individuals per year. In 1955, the first Polio vaccination was licensed and had a significant impact on the rates of those affected with Polio. Today, there arent any reported cases of Polio in the United States. Thus, as seen from the examples presented in Dr. El-Amins lecture, vaccinations have had a significant impact in reducing the disease rates for many infectious diseases, and in some cases, such as Polio, vaccinations have just about completely eliminated Polio in the United States. El Amin, Alvin N. The Changing Epidemiology of Vaccine Preventable Diseases. PM 527 Infectious Disease Epidemiology Class. Los Angeles. 11 Mar. 2010. Lecture. 4). In 1879, Robert Koch discovered the anthrax bacterium and developed the Kochs postulates for causation. There are 4 postulates that Koch believed must be satisfied in order to establish causation. The postulates state: the bacteria must be present in every case of the disease, the bacteria must be isolated from the host with the disease and grown in pure culture, the specific disease must be reproduced when a pure culture of the bacteria is inoculated into a healthy susceptible host, and that the bacteria must be recoverable from the experimentally infected host. One such example of an infectious disease that satisfies the Kochs postulates is Anthrax. Anthrax was the first infectious disease that was discovered by Koch, and it was this disease that gave birth to his 4 postulates. On the contrary, there are exceptions of certain infectious diseases that do not satisfy all of the Kochs postulates. There are many infectious diseases in which infected carriers do not show the signs or symptoms of having the disease. These individuals are thus asymptomatic. One example of this is from the Bartonella species of bacteria. Certain species that are infected with Bartonella do not show any signs of symptoms, whereas other infected species do. Therefore, in cases where the infected individual does not show any signs or symptoms, all the Kochs postulates are not satisfied. In addition to this, certain infectious diseases cannot be grown in pure culture, but rather can only reproduce in living cells. Thus, in cases such as these, the Kochs postulates are also not satisfied. Other examples of infectious diseases that do not satisfy all of the Kochs postulates are cholera, typhoid fever, and herpes simplex. Jacomo, V., and P. J. Kelly. Natural History of Bartonella Infections (an Exception to Kochs Postulate). Clinical and Diagnostic Laboratory Immunology 9.1 (2002): 8-18. American Society of Microbiology. Web. 31 Mar. 2010. . 5). According to Dr. Nelson El-Amins lecture, there are a few reasons why diseases such as measles and polio have not been completely eradicated even though there are vaccines to prevent these diseases. One of the reasons presented in the lecture for this is due to the fact that some individuals do not receive the vaccination against these diseases out of fear. There are cases of individuals that do not receive measles vaccinations due to concerns that vaccinations have caused certain ailments such as autism. This is evident from a cohort study conducted on unvaccinated children that have not received proper vaccination due to concerns of safety. However, according to the lecture, there is no scientific fact to support the beliefs that autism is associated with the MMR vaccinations. Another reason why certain groups of individuals do not receive vaccinations is because it goes against their religious beliefs and they believe that they do not need to receive a vaccination in order to be protected against diseases. Some of the characteristics for individuals that have not received proper vaccination are individuals that are young, individuals that do not know their vaccination status, and individuals that have migrated from other countries. According to the lecture, in cases in which individuals have not received vaccination, 76% of those individuals are less than 20 years old. In addition to this, 91% of unvaccinated individuals do not know their vaccination status. And furthermore, 89% of unvaccinated individuals are people that have migrated from other countries. Therefore, the evidence shows that the reasons why certain diseases such as polio and measles have not been completely eradicated are due to the fact that not everybody has received proper vaccination. This is either due from individuals refusing to receive vaccination out of fear or some other belief, certain individuals do not know that they have not received proper vaccination, or certain individuals have migrated from other coun tries and have not received all their vaccinations. El Amin, Alvin N. The Changing Epidemiology of Vaccine Preventable Diseases. PM 527 Infectious Disease Epidemiology Class. Los Angeles. 11 Mar. 2010. Lecture. 6). According to Dr. Wohls lecture on HIV/AIDS, the distribution of AIDS diagnoses has changed amongst the different race/ethnic groups since the beginning of the AIDS epidemic. For example, in 1985, about 60% of the total AIDS cases were amongst Caucasians, about 27% were amongst Black/African Americans, about 16% were amongst Hispanic/Latinos, about 1% were amongst Asians, and less than 1% were amongst American Indian/Alaska Native and Native Hawaiian/other Pacific Islander. As of 2007, these rates have changed amongst the different race/ethnic groups. For example, for Caucasians the rates have decreased to about 28% of the total AIDS cases. On the contrary, rates for Black/African Americans have increased to about 48% of the total AIDS cases. In addition to this, rates for Hispanic/Latinos have also increased to about 21% of the total AIDS cases. For Asians, the rates have remained constant at around 1% of the total cases, and the rates amongst American Indian/Alaska Native and Na tive Hawaiian/other Pacific Islander have also remained constant at around less than 1% of the total AIDS cases. According to the lecture, SHAS examined time intervals between when a person first learned that they had HIV and when they were diagnosed with AIDS. As indicated by the findings, detection rates varied significantly between different racial/ethnic groups. The results showed that Caucasians were more likely than Black/African American or Hispanic/Latinos to have their HIV infection to be detected early (more than 5 years) before their onset of AIDS. Thus, many more Caucasians were more likely to fall into the â€Å"early detection† group in comparison to other racial groups. In contrast to this, Hispanic/Latinos were much more likely than any other racial group to have their HIV infection detected very late (within a year) in their progress to AIDS diagnosis. Thus, Hispanic/Latinos were more likely to fall into the â€Å"very late detection† group in comparison to other racial groups. Black/African Americans were also very likely to have their HIV infections detected ver y late prior to coming down with an AIDS diagnosis, however, the rates of Black/African Americans in the â€Å"very late detection† group was lower than that of Hispanic/Latinos. The rates between racial/ethnic groups for individuals that had their HIV infection detected between 13 and 60 months prior to AIDS diagnosis (â€Å"late detection) was relatively equal between all of the racial/ethnic groups. In addition to these finding, according to the lecture, it was shown that in Los Angeles, individuals that were more likely to be late testers were found to be women, Black/African Americans, foreign born Latinos, U.S. born Latinos, those exposed to HIV via heterosexual contact, young individuals, and less educated individuals. There are many implications associated with late detection of HIV. Individuals infected with HIV that are diagnosed later in life, are not able to receive proper antiretroviral therapy. And thus, those individuals are more likely to suffer from adverse effects in comparison to individuals that are diagnosed earlier in life who are able to receive the proper medication to help slow down their onset of AIDS. In addition to this, individuals that are detected of having HIV later in life are more likely to affect other individuals, thus spreading HIV to other unknowing individuals and further exacerbating the issue. Therefore, as shown from the lecture, there are many negative implications of late detection, and it has also been shown that the distribution of AIDS has changed significantly amongst racial/ethnic groups since the beginning of the AIDS epidemic. Wohl, Amy R. HIV and AIDS: Worldwide, the U.S. and Los Angeles County. PM 527 Infectious Disease Epidemiology Class. Los Angeles. 18 Feb. 2010. Lecture. Works Cited Angier. A World in Motion: The Global Movement of People, Products, Pathogens, and Power. The National Academies Press. 2001. Web. 31 Mar. 2010. Church, Diedre, Owen Reid, and Brent Winston. Burn Wound Infections. Clinical Microbiology Reviews 2nd ser. 19 (2006): 403-34. PubMed Central. Web. 31 Mar. 2010. . El Amin, Alvin N. The Changing Epidemiology of Vaccine Preventable Diseases. Infectious Disease Epidemiology Class. Los Angeles. 11 Mar. 2010. Lecture. Jacomo, V., and P. J. Kelly. Natural History of Bartonella Infections (an Exception to Koch?s Postulate). Clinical and Diagnostic Laboratory Immunology 9.1 (2002): 8-18. American Society of Microbiology. Web. 31 Mar. 2010. . United States. Centers for Disease Control and Prevention. Division of Viral and Rickettsial Diseases. CDC, 1 Apr. 2008. Web. 31 Mar. 2010. . United States. Centers for Disease Control and Prevention. National Center for Infectious Diseases. Foodborne Disease Control: A Transnational Challenge. By D. W. Betthcer. 4th ed. Vol. 3. Atlanta: CDC, 2010. National Center for Infectious Diseases. Web. 31 Mar. 2010. . United States. World Health Organization. Food Safety and Foodborne Illness. Web. 31 Mar. 2010. . Wohl, Amy R. HIV and AIDS: Worldwide, the U.S. and Los Angeles County. PM 527 Infectious Disease Epidemiology Class. Los Angeles. 18 Feb. 2010. Lecture.