Latex products in the work pla

Latex products in the work pla Over the last decade, many employees have developed allergies related to the use of latex. "The employees affected have mainly been found in healthcare, food services and in beauty services." As employees in these areas, as well as other areas have learned of the potential risk from the contraction of disease leading to death, caused by the exposure to bodily fluids, they have realized that the use of products to stop the exposure is absolutely essential. This has substantially increased and spread the use of latex products, mainly gloves. "The use of so many is very costly, so many employees turned to third world countries who produce a cheaper, untreated latex, which although it cannot be blamed alone for the development of latex allergies, does contribute to the problem." The repeated use of latex in the work place can lead to allergies that affect the worker's ability to function both at work and at home.Disposable gloves; Einmalhandschuhe, medizinische ..."The allergies develope d can result in degree from a minor irritation to an anaphylactic shock. Out of the many types of allergic reactions only two types, Type I and Type IV have been observed as being related to latex. Type IV reactions have proved to be a response to additives used by the manufacturer. They are uncomfortable, but not life threatening. This is the opposite of Type I reactions. Type I reactions are caused by an antibody called IgE which recognizes the cause of the allergy from previous exposure." "The Type I allergens in latex products exist naturally. They remain in the latex during processing. Three proteins found to be involved with the latex allergies are Kd-14, Kd-20 and Kd-27. The proteins can be airborne through powder residue on the gloves, so they can be transmitted through the air. The proteins are also water-soluble. The...

I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group Essay Essay Example

I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group Essay Essay Example I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group Essay Essay I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group Essay Essay Essay Topic: Invisible Man Through work to convey stuffs from women’s surveies into the remainder of the course of study. I have frequently noticed men’s involuntariness to allow that they are overprivileged. even though they may allow that adult females are disadvantaged. They may state they will work to women’s statues. in the society. the university. or the course of study. but they can’t or won’t back up the thought of decreasing men’s. Denials that amount to taboos surround the topic of advantages that work forces gain from women’s disadvantages. These denials protect male privilege from being to the full acknowledged. lessened. or ended. Thinking through unacknowledged male privilege as a phenomenon. I realized that. since hierarchies in our society are meshing. there was most likely a phenomenon of while privilege that was likewise denied and protected. As a white individual. I realized I had been taught approximately racism as something that puts others at a disadvantage. but had been taught non to see one of its corollary facets. white privilege. which puts me at an advantage. I think Whites are carefully taught non to acknowledge white privilege. as males are taught non to acknowledge male privilege. So I have begun in an unschooled manner to inquire what it is like to hold white privilege. I have come to see white privilege as an unseeable bundle of unearned assets that I can number on cashing in each twenty-four hours. but about which I was â€Å"meant† to stay unmindful. White privilege is like an unseeable weightless backpack of particular commissariats. maps. passports. codebooks. visas. apparels. tools. and clean cheques. Describing white privilege makes one freshly accountable. As we in women’s surveies work to uncover male privilege and inquire work forces to give up some of their power. so one who writes about holding white privilege must inquire. â€Å"having described it. what will I make to decrease or stop it? † After I realized the extent to which work forces work from a base of unacknowledged privilege. I understood that much of their oppression was unconscious. Then I remembered the frequent charges from adult females of colour that white adult females whom they encounter are oppressive. I began to understand why we are merely seen as oppressive. even when we don’t see ourselves that manner. I began to number the ways in which I enjoy unearned tegument privilege and have been conditioned into limbo about its being. My schooling gave me no preparation in seeing myself as an oppressor. as an below the belt advantaged individual. or as a participant in a damaged civilization. I was taught to see myself as an person whose moral province depended on her single moral will. My schooling followed the form my co-worker Elizabeth Minnich has pointed out: Whites are taught to believe of their lives as morally impersonal. normative. and mean. and besides ideal. so that when we work to profit others. this is seen as work that will let â€Å"them† to be more like â€Å"us. †

Working with and Leading People Assignment Example | Topics and Well Written Essays - 500 words

Working with and Leading People - Assignment Example 80) Advertisement prior the recruitment and selection process should be made on the televisions, magazines and social media networks such as Facebook. This strategy will create awareness to the unemployed population in the country that is interested in seeking application opportunities for a job in the marketing area (Chapman & Mayers, 2015: p. 32). I would filter the applicants as per the level of knowledge and experience they have acquired in the past. The filtering is based on the experience they got in working in any office of the press. Also applicants with excellent writing skills and learned to a standard degree are the need for the selection process. Recruitments process involves identifying vacancies and opportunities in departments to create a new position so that new candidates selected in the hiring process is replaced. The examination should be conducted to find out the availability of a gap in the office of the company (Newton, Chandler, Sayer & Burke, 2015:p. 27). The irrelevant tasks need to be removed from the transferred department. Developing a position description such as formulating interview questions and evaluations, identifying duties and responsibilities is necessary. The process enables the formulation of performance objectives and goals for the organization. It is also essential for career planning and training of candidates because it presents clear differences between the level of responsibilities and competencies needed for the operation of the company. The pay information needed to be outlined to enhance the improvement of the job description. Recruitment plans help in posting requirements, placements of goals and resume banks that assist in recognizing qualified candidates. Hiring manager should find the workers within the organization who have no connection with applicants in the process. The position should be dispatched to the

Politics around the world.comparative assignment

Politics around the world.comparative - Assignment Example There has been a lot of debate in the United States recently on the issue of offering public health care. How does U.S. spending on health care actually compare to other countries? The following will explore data available from the Organization for Economic Co-operation and Development (OECD), which maintains a statistical database on all of its member states: http://www.oecd.org Under the topics menu, select â€Å"Health.† Then follow the link for â€Å"OECD Health Data 2014: Key indicators.† Click on the link that reads: â€Å"DOWNLOAD this selection of key indicators from OECD Health Statistics 2014 in Excel† Use this excel file to answer the following questions. In all cases, please report the data for 2012. every citizen to have health insurance. The rich are in Germany are allowed to pay for their own insurance from the insurer of their choice while the poor get social assistance from the government. The Japanese get their insurance from their employers or from a nonprofit insurance organization. In Switzerland the healthcare system is also similar to that of Japan and Germany whereby citizens get social insurance and the poor are assisted by the government which does not happen in the U.S as the poor are left to struggle on their own to find medical assistance. The Taiwan citizens also enjoy a national health insurance system like the most of other developed countries which means that the poor can afford to get decent health care unlike in the U.S where that is impossible (Frontline,

Relationship of relationships Essay Example for Free

Relationship of relationships Essay Statistics on suicides show either positive or negative correlations with suicidal tendencies. There are then vulnerabilities but there are also mitigating circumstances or resistance to committing suicidal acts. Age level, ethnicity, gender or sexual orientation and affiliations were found out to somehow relate to occurrence of suicide. The individual’s state of mind and history of mental illness are shown as factors to consider. To properly situate these findings, we therefore define the key elements of a synthesis from the three disciplines used in the study. We came up with the following: 1. There is a sort of an internal progression line and a parallel social time line The relationship between these two line is like lock and key, based on fitness but in a very dynamic setting subject to sudden â€Å"twists and turns† along the way of integration or its opposite alienation. The situation made more complex as social situations are not usually homogenous. Variation in individual progression may not be the same. Alienation then could continue with the social situation for the individual deteorating as well because of its regression into greater alienation. 2. Reason for living There are levels of ideation, fairness for example is simpler than being just and in the same manner looking at life as a skill of how to handle the complex of emotion and reasoning in relation to social information daily being processed and given the vulnerabilities, intervention could be crafted and social vectors who or which will carry it out properly identified, invited and oriented. The purpose is not really educational or mentoring but engagement in real life social situations. Gaining insights in preventing suicides Taking bits of wisdom from different disciplines affords a view of world against a new light and in concerns such as suicide; a fundamental realization of the value of life in contrast to losing the reason for living is of paramount importance. Combining psychology, sociology and religious perspective gave us this opportunity (Table 1). Table 1. Generated insights used in the study from the three disciplines Discipline Insights Psychology The perception of self could be more decisive than the nature of self as determinant of action. Perception is a product of cognition. Suicide is a form of self annihilation. Could be a product of â€Å"dark cognition† Sociology Group setting is integral in developing self. The value system is as fundamental as the relational in group or social networks. Suicide as a syndrome has social context, a form of conflict resolution which is acceptable in some cultures (Masada, Seppuku in Japanese culture). Religion The value of life is above life. The objective of life is purification. Suicide is a sin not on life but a sin of arrogance that life is for us to take. A continuing exploration on life There is that saying that life is always a search for completion and which forms one of the great motivations in human development. In the same vein, this effort is an exploration traversing perhaps what Kolberg’s describe as the higher stages. The integration of the different perspectives may not be perfect as each of the disciplines have their own attributes which could be taken as either strength or weaknesses (Table 2). Table 2. Strengths and weaknesses of the three disciplines used in this study Discipline Strengths Weaknesses Psychology Probes into the nature of self and will on human behavior including dark acts such as suicide. The apparent stand off in the nature and cognition Sociology Relates self and social processes of integration or alienation Unpredictability of human behavior or dynamic shifts. Social senses may not be keen enough and sensitive enough to notice risk situations or situations leading to suicides. Religion Externalization of the value and meaning of life. Morally grounded. Tendency to mystification of mundane and human nature.

Essay --

How to Increase the Value of Malaysian Ringgit Based on our findings, we reached into the conclusion that there a two significant ways to improve, stabilize and probably increase the value of Malaysian Ringgit internationally. First, the government should maintain the policy of open economy and also considering the usage of gold dinar in the currency system instead of fiat monetary system. Maintain the Policy of Open Economic Malaysia is a small and open economy which involved heavily in international trade. The economic theory suggested by Dornbush (1974) highlighted that the elimination of tariff (greater trade openness) will cause currency depreciation by reducing the price of exportable goods and increase the price of importable goods. Since the results showed that open economic policy can cause the depreciation of RM/USD, Malaysia should maintain the policy of open economic. Open economic policy has successfully raised Malaysia position in the international trade. Currency depreciation increases the competitiveness of Malaysia exporters and encourages domestic producer and importer to venture into cost effective production mode to save costs. Although increase in Malaysia trade balance tends to depreciate RM, but the control of Malaysia on the trade balance is limited as the increase in trade balance depend on the purchasing power of the foreign importers and the competitiveness level too. Results also indicate that increment in domestic interest rate will dampen our exchange rate and increase in money supply, on the other hand, strength the RM. This finding shows that monetary policy is a useful tool in controlling the movement of Malaysian Ringgit. While increase in the interest rate could cause further capital inflows tha... ...ry. The three main factors are the use of gold and silver as a currency, to avoid currency devaluation, and to limit printing of loose money (fulus). In addition, manipulation of currencies and the impact toward one economy could be reduced because of the fact that gold does not inflate in value as it is a commodity and, thus, has an intrinsic value. Dr. Mahathir Mohamad said that gold was also open to some risk of speculation but it was safer than conventional currency which had no intrinsic value and could be manipulated indefinitely (The Star, 2002). All these problems arise because the world went off the Gold Standard. In the International Conference on Gold Dinar Economy 2007, Tun Dr Mahathir noted that in the case of paper people will have risk in losing their value and also purchasing power. He stressed back that only Gold Dinar really has a value in it.

Education School Essay

Education is a topic that has been implemented on our generation more than ever before. However, it is not for the grades, degree or the income that education should be important to us. It is for the sake of learning and developing our character that education should be valued. When people go to school, they receive education and thus become educated, however, these people must keep in mind that a major portion of the world receives no form of formal education. Due to their good fortune, the educated people have responsibilities to the world. The first responsibility of an educated person is to help educate others. This may come in the form of teaching classes, tutoring, helping others or simply correcting errors. When we teach people we spread the value of education and share skills that are essential for survival. Other people are able to think rationally and evolve into a self dependent person through the knowledge they attain. Once people are educated, they are able to prevent others from taking advantage of them or cheating them. Through education, people are also able to use the resources they own efficiently and sparingly. Finally, education allows people from different nationalities and locations to communicate and work together in a beneficial harmony. The second responsibility of an educated person is to aim to advance to a better future. It is through evolution that we have become more intellectual and learned. For this process to be beneficial and continuous, we must use it and upgrade it through our use. In the past, communication was a problematic process, today; we have e-mail accounts, cell phones, chat sites, video chat sites and messengers for instant communication. Presently, global warming and oil depletion are major complications. If we are able to advance and address this problem, we would be using our education beneficially. There would be less violence over oil and the future would be a less worrisome place if global warming was tackled. However, this is just one amongst the billions of changes we could make, all to create a better future. The third responsibility of an educated person is to create or maintain stability and order in the world. Through stability and order, the world  becomes a much safer place where people share respect for each other and live in harmony. When there is order, people are insured of payments for their services. They are motivated to work-hard and use positive, instead of negative means to earn their income. Thus, through stability and order, ethics can also be implemented into people. Thus, the three main responsibilities of an educated person are to educate others, aim for a better future and create as well as maintain stability in the world. Through these goals, the world becomes a positive place and continues to flourish after each generation.

Banned Books Essay

Banned books are becoming more current in this day of time. People often do not understand the challenge of books or why a book is being banned. Ken Petrilli, the author of â€Å"Banned Books Week: Celebrating You (and Celebrating Your (and Your Teens! ) Freedom to Read† in the Young Adult Library Services summer of 2009, talks about how he understand, how the parents feel about some books being banned. He also advised ways to make displays for banned books week. Petrilli is a teen service librarian, a musician, and serves on the YALSA’s Intellectual Freedom Committee. â€Å"To Read or Not to Read: Understanding Book Censorship† by Deborah Connelly, was published in the Community and Junior College Libraries in the year of 2009. In Connelly’s article, she wants people to know what book censorship means and how librarians deal with people who want to challenge books. In both articles each writer gives a description of why books are banned. Petrilli’s article has less information but his credibility comes from his services as being a librarian and serving on the YALSA’s Intellectual Freedom Committee. Connelly’s article has more information but nowhere in her article is her credibility. However, by analyzing both of the articles neither Petrilli nor Connelly’s articles are scholarly. In the article Ken Petrilli’s â€Å"Banned Books Week Celebrating You (and Your Teens! ) Freedom to Read† article is to be read by young adult and their parents, and other librarians. Young adults often wonder why their parents or other groups will not allow them to read certain types of books. He state, â€Å"As teen and young adult librarian; we are on the frontline of intellectual freedom issues more than anyone else in our profession. †(Petrilli 4) While on the other hand parents do not agree with the materials and content that is in the book that their young adult reads. Where he states â€Å"Parents concerned about what their children are reading. This, in and of itself, is not necessarily a bad thing: we want to see parents who are concerned! † (Petrilli 4) In Deborah Connelly’s article â€Å"To Read or Not to Read: Understanding Book Censorship†, talks about how people should have the right to read. Connelly states â€Å"While history shows that there are those that try to suppress the right to read, there are also those that have worked tirelessly to preserve it. †(Connelly 84) In challenging and banning books many parents often ban so that their child cannot read a book with rudely contents; it should be up to the parent to make that decision for their child or young adult to read a certain book. Not to ban the book from the whole community. Connelly states â€Å"Many of these statements deal with parents being the ultimate role model and advocate in what they feel is right for their child and how to empower their child to make decisions based on their values in regards to what they read. ( ALA2008) (Connelly 86) When a book that is being Challenged mostly parents or specific groups, the books are sometimes banned because they may have seen or heard that the challenged book may have a little sexual content, profane words, or unmorally things in its context. The parents or groups who challenged these books do not fully read the materials to get the full understanding. Connelly suggests reading the books before a parent or group challenges the book because there are a couple of words that they do not agree with. Connelly states â€Å"Many times those that consider banning a book do so without examining the work. (Jocelyn Chadwick 2000)(Connelly87) According to Petrilli in his article he sympathizes with the parents who have had some parent and groups who had some books banned. He clearly states that, â€Å"I think it is important for us to remember not to overtly demonize most potential challengers. They are, after all, people just like us, and being concerned for our children’s well-being is never wrong. † (Petrilli 4) Petrilli also wants to support the Banned Books Week, by giving suggestions on how to display the library and to have discussions about banned books. He states â€Å"What I do is important and the fighting for our collections and our teen patrons is a battle. (Petrilli 5) Petrilli feels that people who challenged books because they feel as if these books with the explicit details or will corrupt the minds of their young adults. He states â€Å"This fear is often disguised as moral outrage. They want to believe that if their children don’t read about it, their children won’t know about it. And if they don’t know about it, it won’t happen. †(Petrilli 4) Connelly believes that during the challenges of banning a book, a librarian has a big role to play. First the librarian has to face the issues of day to day of book challenges and to insure they know the policy. Connelly states, â€Å"The librarian of today is still faced with controversial issues regarding politics and religious connation within books or any other materials are challenged, these policies will be on place to refer to as a bases for the selection. † (Connelly85) Connelly also believes that if the Office for Intellectual Freedom did not create a policy for the American Library Association there will be a few books that will not be banned today due to all the books that were banned years ago. People will be limited to what they can read. The freedom of reading would vanish. In her article she stated â€Å"The Freedom to read contains seven propositions, each one as important as the other. † She also states, â€Å"To truly feel the passion and thought placed behind these propositions, one must read them. †(Connelly 84) She also suggests that the librarians should know what to do when a book comes up to be challenged. The librarian has to be professional and also opened mined as well when it comes to a parent or group challenging a book or materials. Although librarians have a great deal of responsibility, Connelly states â€Å"A librarian must keep in mind the diverse patronage of their establishment and provide materials that are accessible to everyone. † (Connelly 85) Connelly also lets her readers know that if he or she are going to challenge a book then he or she should also know the guidelines. A person just cannot go a say â€Å"I want this book banned† or â€Å"Take this book off the shelf because it is inappropriate for my child or young adult to read. † There is a process the challenger has to fill out forms, have names of those who assist. Then state the reason why the book or material is being challenged. Connelly also advised her readers that there might be some legal issues in giving young adult sexually explicit materials. So the readers might want to check in their state to find out the laws about simply giving some that is not of age, sexual explicit materials. Connelly states â€Å"An Oregon law was passed that â€Å"criminalizes the dissemination of sexually explicit material to anyone under the age 13and ect. †(Connelly 86) Petrilli casually, lets his readers know that even though there is a banned books week, that there are still going to be a deal of banned books challenges. And books will be banned. Petrilli states â€Å"Never forget that potential challengers are out there and some are motivated by fervent religious or potential beliefs. † (Petrilli 5) By Petrilli being employed as a young adult and teen service librarian he has hands on experience with having books or materials challenged. In the beginning of the article Petrilli gives a brief description of what Banned Books week is. He says that, â€Å"Banned Books Week is observed the last week of September each year and it has been observed every year since 1982. †(Petrilli 4) Petrilli also lets the book challengers know that equal opportunity and access should be the readers right. It should not be because the challenger is not pleased with it. In Petrilli’s article he states â€Å"We provide equal access for anyone to whatever it is they are looking to read: and that includes the teens we works with every day. (Ptetrilli 5) Petrilli also is persuading his readers to participate in Banned Books week as a librarian Petrilli wants his readers to support this event. To Pertilli it is imperative that parents, young adults, and groups so he or she can become more comfortable with their freedom to read or to learn and understand why some books and materials are being challenged and banned from the community. Connelly wants readers to know, that librarians are not against all books being challenged. She states, â€Å"Librarians are not the only member of need to protect the Freedom to Read. †(Connelly 86) She goes on and states â€Å"Lastly, the most underused but most influential tool that librarians have in dealing with book controversy is their own voices. †(Connelly 85) Connelly also wants the challengers to maybe rethink his or her intent to challenge a book. She clearly states, â€Å"All in all, censorship is based on fear and emotions. † (Connelly87) Connelly also states â€Å"Knowledge is the key to understanding. † (Connelly87) In the article Connelly shared that there was a little stir-up about the book that was banned and removed from several libraries which was The Adventures of Huckleberry Finn by Mark Twain. This book was said that was banned due to the content of the n used several times in the story. Connelly used this in her article for a perfect example of book banishment. She stated â€Å"†it is easy to see how this could upset people to the point of removing this book from schools. † (Connelly 86) Connelly points out to the audience, that the assistant professor at Harvard University, Jocelyn Chadwick had studied Mark Twain’s work for years. She wanted to get a full understanding of his book. Since people was upset about the book because of the n word was so offended that it never appeared to them that the book was scene was written for the time frame that Mark Twain The Adventures of Huckleberry Finn was based on. It seems like Connelly agrees with Jocelyn Chadwick she quote, â€Å"There are countless resources available to the community that provide information about censorship (pro or against), litigations, organizations, and other useful materials that can assist people to make better informed decisions about questionable literature. (Connelly 87) In the two articles that have been analyzed, through the types of claim, that Petrilli is proposing that it is to the challengers and non- challengers benefit to attend a Banned Books week at his or her nearest library. Connelly suggests that before a person challenge a book read the book form beginning to end, to understand the book better to get the feeling of emotions when reading the book. Who knows the book might not be all that damaging. The rhetorical triangle of Petrilli’s article had the Emotional appeal. Connelly’s passage was that of more of and logical appeal. The writing style for Petrilli’s article was unbiased and casual. Whereas for Connelly’s writing stlye was biased where she want people to understand what book banning really is. Neither Petrilli’s nor Connelly’s articles is scholarly. There was not enough information in Petrilli’s article and there was no credibility in Connelly’s article.

Common Application to Enforce 650-word Limit and Eliminate Topic of Choice

Common Application to Enforce 650-word Limit and Eliminate Topic of Choice In April 2011 I reported on a new 500-word limit for college personal statement, enacted by the Common Application. In that article I wrote, â€Å"Students are now requested to write 250-500 words on their chosen topic.† I now realize how loaded two words in that sentence were: requested and chosen. Come August 13, 2013, two important changes will take effect in the Common Application: (1) The 250-500-word (**UPDATE: Word limit was updated to 650 words for 2013-14 as of September 2013) bookends will be enforced, not requested; and (2) although students will still be able to choose a topic, the topics will be much more constrained- the â€Å"Topic of your choice† option is going to be eliminated from the array of essay questions. The Up Side I am personally pleased with these changes to the rules. After all, what’s the point of a suggested word limit without any modicum of enforcement? It has bugged me, quite honestly, that even though there is a 650-word requested essay length, students have been writing essays of 750 words or more and getting admitted. Writing a 650-word essay is a challenge and requires students to rise to the occasion. Shorter essays, by their nature, must use more creativity and hold more focus- challenges that can prove the writing prowess of any college applicant. I have also been bothered by the logic of having several essay topics to choose from, and then a separate question allowing the applicant to write on a topic of his or her choice. Why is there not just one question that asks students to write about a topic of their choice, with some suggestions of topics they might choose? Eliminating the catch-all forces students to be creative and to prove that they are able to answer a specific question posed to them. No one gets off the hook here. Protests Abound According to the comments on the NYT blog, I am in the minority. Concerned commenters express their opinion that eliminating the open essay question tamps down on creativity and limits the student’s â€Å"voice†; one post suggests that admissions committees will not be able to get to know applicants in a meaningful way without this essay topic. Almost everyone expressed upset at the changes. On the other end of the spectrum, one person commented, â€Å"If a student can’t creatively respond to a prescribed prompt, THAT is the problem- not the prompt.† I agree. Furthermore, I find that many of my students, given the opportunity to write on a topic of their choice, end up writing an essay that would have been appropriate for one of the other prompts- for instance, a person that influenced you or a topic of importance. One parent observed the same phenomenon with her son. Here’s the comment I submitted: †¦ I love this change. From my perspective, the best display of a students writing ability is how the student responds to a restricted question. Does she take on the topic in a way no one else did? Can he be creative and focused in a word-limited essay? Does the essay answer the question? It might be worth noting that in many classes, essay and paper topics are prescribed. I dont remember topic of your choice essays in English 101. Its likely that this Common App change is meant to test applicants ability to perform in their college classes. And schools can still request a supplemental essay if they want to see an additional layer of creativity. Encouraging Challenge and Creativity And after submitting my topic, I saw this additional comment by someone who agrees with me: â€Å"By removing â€Å"topic of choice,† the Common App challenges applicants by forcing them to think creatively under constraints. Anyone can ramble on about whatever they want, but a truly successful and creative writer can surprise the reader under tight restrictions. It’s the same as writing under certain poem structures–even though you have to follow the rules, you can still express yourself. This is the same reason I think enforcing the word count is a good idea, because it forces applicants to writes as effectively as possible.† What do you think about these changes? Do you have a student who will be affected by them (or one who is applying to college this year and thus gets in â€Å"under the wire†? Please share your thoughts below.

First Battle of El Alamein in World War II

First Battle of El Alamein in World War II The First Battle of El Alamein was fought July 1-27, 1942, during World War II (1939-1945). Having been badly defeated by Axis forces at Gazala in June 1942, the British Eighth Army retreated east into Egypt and assumed a defensive position near El Alamein. Pursued by Field Marshal Erwin Rommel, the British constructed an elaborate array of defenses. Commencing attacks on July 1, Axis forces proved unable to break through Eighth Army. Subsequent British counterattacks failed to dislodge the enemy and by late July a stalemate ensued. In the wake of the fighting, command of Eighth Army passed to Lieutenant General Bernard Montgomery who would lead it to victory at the Second Battle of El Alamein that fall. Fast Facts: First Battle of El Alamein Conflict: World War II (1939-1945)Dates: July 1-27, 1942Armies Commanders:AlliesGeneral Claude Auchinleckapprox. 150,000 menAxisField Marshal Erwin Rommelapprox. 96,000 menCasualties:Axis: approx. 10,000 killed and wounded, 7,000 capturedAllies: approx. 13,250 casualties Background Following its crushing defeat at the Battle of Gazala in June 1942, the British Eighth Army retreated east towards Egypt. Reaching the border, its commander, Lieutenant General Neil Ritchie, elected not to make a stand but to continue falling back to Mersa Matruh approximately 100 miles to the east. Establishing a defensive position based on fortified boxes that were linked by minefields, Ritchie prepared to receive Field Marshal Erwin Rommels approaching forces. On June 25, Ritchie was relieved as the Commander-in-Chief, Middle East Command, General Claude Auchinleck, elected to take personal control Eighth Army. Concerned that the Mersa Matruh line could be outflanked to the south, Auchinleck decided to retreat another 100 miles east to El Alamein. General Claude Auchinleck.   Public Domain Auchinleck Digs In Though it meant conceding additional territory, Auchinleck felt El Alamein presented a stronger position as his left flank could be anchored on the impassible Qattara Depression. The withdrawal to this new line was somewhat disorganized by rearguard actions at Mersa Matruh and Fuka between June 26-28. To hold the territory between the Mediterranean Sea and the depression, Eighth Army constructed three large boxes with the first and strongest centered on El Alamein on the coast. The next was situated 20 miles south at Bab el Qattara, just southwest of Ruweisat Ridge, while the third was located on the edge of the Qattara Depression at Naq Abu Dweis. The distance between the boxes was connected by minefields and barbed wire. Deploying to the new line, Auchinleck placed XXX Corps on the coast while the New Zealand 2nd and Indian 5th Divisions from XIII Corps were deployed inland. To the rear, he held the battered remnants of the 1st and 7th Armoured Divisions in reserve. It was Auchinlecks goal to funnel Axis attacks between the boxes where their flanks could be assaulted by the mobile reserve. Pushing east, Rommel increasingly began to suffer from severe supply shortages. Though the El Alamein position was strong, he hoped that the momentum of his advance would see him reach Alexandria. This view was shared by several in the British rear as many began preparing to defend Alexandria and Cairo as well as readied for a retreat further east. Rommel Strikes Approaching El Alamein, Rommel ordered the German 90th Light, 15th Panzer, and 21st Panzer Divisions to attack between the coast and Deir el Abyad. While the 90th Light was to drive forward before turning north to cut the coast road, the panzers were to swing south into the rear of XIII Corps. In the north, an Italian division was to support the 90th Light by attacking El Alamein, while in the south the Italian XX Corps was to move behind the panzers and eliminate the Qattara box. Rolling forward at 3:00 AM on July 1, the 90th Light advanced too far north and became in entangled in the 1st South African Divisions (XXX Corps) defenses. Their compatriots in the 15th and 21st Panzer Divisions were delayed getting started by a sandstorm and soon came under heavy air attack. Finally advancing, the panzers soon encountered heavy resistance from the 18th Indian Infantry Brigade near Deir el Shein. Mounting a tenacious defense, the Indians held through the day allowing Auchinleck to shift forces to the western end of Ruweisat Ridge. Along the coast, the 90th Light was able to resume their advance but was stopped by South African artillery and forced to halt. On July 2, the 90th Light attempted to renew their advance but to no avail. In an effort to cut the coast road, Rommel directed the panzers to attack east towards Ruweisat Ridge before turning north. Supported by the Desert Air Force, ad hoc British formations succeeded in holding the ridge despite strong German efforts. The next two days saw German and Italian troops unsuccessfully continue their offensive while also turning back a counterattack by the New Zealanders. July 12, 1942 - 25-pounder guns of the 2/8th Field Regiment, Royal Australian Artillery, in action on the coastal sector near El Alamein, Egypt.   Public Domain Auchinleck Hits Back With his men exhausted and his panzer strength badly depleted, Rommel elected to end his offensive. Pausing, he hoped to reinforce and resupply before attacking again. Across the lines, Auchinlecks command was bolstered by the arrival of the 9th Australian Division and two Indian Infantry Brigades. Seeking to take the initiative, Auchinleck directed XXX Corps commander Lieutenant General William Ramsden to strike west against Tel el Eisa and Tel el Makh Khad using the 9th Australian and 1st South African Divisions respectively. Supported by British armor, both divisions made their attacks on July 10. In two days of fighting, they succeeded in capturing their objectives and turned back numerous German counterattacks through July 16. With Germans forces pulled north, Auchinleck commenced Operation Bacon on July 14. This saw the New Zealanders and Indian 5th Infantry Brigade strike the Italian Pavia and Brescia Divisions at Ruweisat Ridge. Attacking, they made gains on the ridge in three days of fighting and turned back substantial counterattacks from elements of the 15th and 21st Panzer Divisions. As fighting began to quiet, Auchinleck directed the Australians and the 44th Royal Tank Regiment to attack Miteirya Ridge in the north to relieve pressure on Ruweisat. Striking early on July 17, they inflicted heavy losses on the Italian Trento and Trieste Divisions before being forced back by German armor. Final Efforts Utilizing his short supply lines, Auchinleck was able to build a 2-to-1 advantage in armor. Seeking to utilize this advantage, he planned to renew the fighting at Ruweisat on July 21. While Indian forces were to attack west along the ridge, the New Zealanders were to strike towards the El Mreir depression. Their combined effort was to open a gap through which the 2nd and 23rd Armoured Brigades could strike. Advancing to El Mreir, the New Zealanders were left exposed when their tank support failed to arrive. Counterattacked by German armor, they were overrun. The Indians fared somewhat better in that they captured the western end of the ridge but were unable to take Deir el Shein. Elsewhere, the 23rd Armoured Brigade took heavy losses after becoming mired in a minefield. To the north, the Australians renewed their efforts around Tel el Eisa and Tel el Makh Khad on July 22. Both objectives fell in heavy fighting. Eager to destroy Rommel, Auchinleck conceived Operation Manhood which called for additional attacks in the north. Reinforcing XXX Corps, he intended for it to break through at Miteirya before proceeding to Deir el Dhib and El Wishka with the goal of cutting Rommels supply lines. Moving forward on the night of July 26/27, the complex plan, which called for opening several routes through minefields, quickly began to fall apart. Though some gains were made, they were quickly lost to German counterattacks. Aftermath Having failed to destroy Rommel, Auchinleck ended offensive operations on July 31 and began digging in and fortifying his position against an expected Axis assault. Though a stalemate, Auchinleck had won an important strategic victory in halting Rommels advance east. Despite his efforts, he was relieved in August and replaced as Commander-in-Chief, Middle East Command by General Sir Harold Alexander. General Sir Harold Alexander. Public Domain   Command of Eighth Army ultimately passed to Lieutenant General Bernard Montgomery. Attacking in late August, Rommel was repulsed at the Battle of Alam Halfa. With his forces spent, he switched to the defensive. After building Eighth Armys strength, Montgomery commenced the Second Battle of El Alamein in late October. Shattering Rommels lines, he sent Axis forced reeling west.

Music in ghana Research Paper Example | Topics and Well Written Essays - 750 words

Music in ghana - Research Paper Example However, the ethnic groups can be grouped into two due to substantial similarities and their geographical location are southern groups and the northern groups. The south is inhabited by the Gbe and broad Kwa language speaking ethnic groups. The music of this group is highly associated with the social and spiritual functions; the music relies on polyrhythmic patterns, which are produced by drums and bells, as well as strong emphasis that is laid in the harmonized song. The only exception to this rule is the use of the Seperewa harp-lute used by the Akan for praise singing. This, however, is a dying tradition, which routed its origin in the historic influence that arose from the traditions of the Manden empires that lie to the North West (Ham, 2009 p35). From the southern category, two main groups branch out: Ga and Akan ethical music genre and the Ewe music genre. The first group, Ga & Akan, is known for its court music that is complex; it includes the Ga kpanlogo and the Akan atumpan styles plus a large xylophone that is used in asonko music (Nketia,1999 p90). The Ewe music genre has fork styles that are related to music of Togo and Benin. This genre has contributed many popular styles e.g. the agbadza and borborbor. There many other styles of southern Ghana music, which are, sang at festivals (Collins, 2006 p76). The northern region lies in the barely vegetated Sudan and Sahel grassland (Ham, 2009 p57). The music genres in this region is grouped into the larger West African musical umbrella of Sahelian people in this region base all musical compositions to wind, melodic and stringed compositions .they also employ the technique of polyrhythmic composition. As with other groups in west Africa, the traditions of griot praise-singing exists among the various groups (Nketia,1999 p98). Two areas can be identified in the northern category, and these include the north and northeastern, and the upper northwestern Ghana

Tissue paper Research Example | Topics and Well Written Essays - 500 words

Tissue - Research Paper Example Tree made tissue papers are a threat to the environment. â€Å"Worldwide, the equivalent of almost 270,000 trees is either flushed or dumped in landfills every day and roughly 10 percent of that total is attributable to toilet paper† (Braun). With the increasing pressure upon companies to adopt environment friendly ways to generate their services, there is a growing trend among the vendors to produce tree-free tissue papers. One such company is Emerald Brand that intends making tissue papers from Bagasse, which is the residue obtained from the sugar cane after its juice has been extracted. â€Å"Its made of 100% recycled sugar cane bagasse which produces paper and tableware products† (â€Å"Tree-Free Toilet Paper†). Use of Bagasse in the making of tissue papers is beneficial in several ways. Firstly, it is a replacement of trees. This means that trees do not have to be wiped of to make tissue papers as there is an alternative solution which is environment friendl ier. Use of Bagasse in manufacturing tissue papers not only puts an agricultural waste material to use, but also prevents the hazardous gases that are conventionally released in the atmosphere in the usual procedure to dispose off Bagasse. Making tissue paper from Bagasse also consumes fewer chemicals and lesser energy as compared to making tissue papers from trees. â€Å"Our goal is to make going green an easy choice for businesses The Emerald Brand allows companies to make the responsible decision without sacrificing room in their budget. It’s a win-win for businesses and the environment† (Bianculli cited in Petru). On individual level, people assume the responsibility to minimize the use of tissue papers to reduce pollution. We normally consume more tissue paper than what we really need in the household activities. Another benefit of using tissue papers made from sugarcane is that they are more durable than the