The Arms Race, a History of Weapons

The Arms Race, a History of Weapons Free Online Research Papers The USSR and the US maintained an alliance through WWII, until the US produced the atomic bomb, a weapon of mass destruction and symbol of world domination. The Manhattan Project was held top-secret from 1942-1945, until the US uncovered a Soviet Union spy feeding top-secret atomic information back to the USSR (â€Å"Manhattan Project†). The Americans achieved the development of the atomic bomb before anyone on May 8, 1945. At the end of WWII, the Soviet Union sent a telegram to the US explaining the hostility the two countries possessed about communism versus democracy. The two dominant nations wanted to spread their ideological government structure all through the world. Due to the aftermath of WWII, the use of the atomic bomb on Japan, and the diverse ideological differences about government structure, the relationship between the US and USSR altered from allies to adversaries. Thus, the beginning of the Cold War and the clash of nuclear proliferation began between two glob al dominant nations. The arms race intensified during diplomatic discussions regarding the Atomic Energy Commission (AEC) because of the fact that the Soviet Union disagreed with the US and UN on the requirements established. The Atomic Energy Commission â€Å"†¦was created in the wake of the U.S. atomic bombing of Japan, the effects of which demonstrated that nuclear energy needed not only to be developed, but controlled. The AEC legally had absolute control over both the development and use of atomic energy† (â€Å"Atomic Energy Commission†). In addition to the AEC, the United Nations created the Baruch Plan that stated that failure to comply with the requirements of the AEC would result in harsh penalties. The Soviet Union, infuriated by the plan, rejected it stating that the US was too far ahead in weapon development (Fuller). To obtain top-secret information the Soviet Union planted a spy, Klaus Fuchs, among the British scientists during the Manhattan Project. Fuchs had been pass ing top-secret information about nuclear bombs to the Soviet Union since 1945 (Etcheson 43). To the US’s surprise, the Soviets established their own atomic bomb in 1949, without any prior indication of testing the bomb (Levine 64). The Soviets launch their first atomic bomb on August 29, 1949. With the Soviets successfully launching their atomic bomb, the battle for arms supremacy began. The US government countered with the development of the hydrogen bomb on November 1, 1952 (Fuller). When the US thought they had developed the strongest weapon in the world, the Soviet Union received more top-secret information about the hydrogen bomb from Fuchs. The Soviets were able to test and produce their hydrogen bomb in late 1955. The USSR launched the first satellite into space by using intercontinental ballistic missile on October 4, 1957 (Roberts). It appeared that the Soviet Union was extremely advanced in space operations and military tactics, and this frightened the US because th e Soviets were able to launch missiles without the use of airplanes (Tirman). The arms race took another turn due to the Sino-Soviet relations in the 1950’s. The US became frightened when it learned China possessed nuclear weapons and had been influenced greatly by the USSR (Tirman). During the 1950s, China, guided by a large number of Soviet advisers, followed the Soviet model of development, with its emphasis on heavy industry funded by surpluses extracted from the peasantry, while making consumer goods a secondary priority (Levine 69). By the late 1950s, however, Mao Zedong had begun to develop new ideas about how China should advance directly to Communism through a mobilization of Chinas massive labor force (Fuller). The USSR and China maintained a strong relation leading up into the 1960’s because of the similar communistic ideologies (â€Å"Sino-Soviet Relations†). With the help of the USSR, China successfully exploded its first atomic bomb October 16, 1961 (Roberts). The havoc and chaos about nuclear proliferation and the spread of communism left the US in position to try and dissolve communism. The US wanted to dissolve the threat of communism due to the lack of government control and the possession of nuclear weapons (Roberts). Many communistic countries were spreading across the world in the 1960’s. With two of the most economic and militaristic countries under the influence of communism, President John F. Kennedy couldn’t let the world be inclined by the idea of communism. The US and Cuba are only 90 miles apart from one another. With the powerful technology of intercontinental ballistic missile able to launch without the use of an airplane, Kennedy invaded Cuba with Operation Bay of Pigs Invasion. Kennedy had the plan to overthrow the Cuban communist leader, Fidel Castro. Castro united with the USSR by trading sugar and other agricultural needs the USSR needed in trade for increased economic and military assistance (Levine 91). The operation failed when Kennedy called off the deployment of the bombers. With the failure of the Bay of Pigs, this left the USSR with world’s opinion of the most dominant nation. On October 15, 1962, the US gained intelligence of the USSR constructing numer ous missile silos off the coast of Cuba, only 90 miles off the coast of Florida (â€Å"Arms Race†). With the US and the USSR being the world’s leaders in nuclear weaponry, the world was petrified of a nuclear holocaust. President Kennedy rather than demanding the USSR to remove the missiles immediately, Kennedy deployed a naval blockade around Cuba to obstruct any USSR missiles from being transported. Suspense and tension with what would happen began to alleviate when Khrushchev sent a letter to Kennedy stating the removal of the silos if the US assured the USSR never to invade Cuba again (Fuller). At the end of the Cuban Missile Crisis, the US and the Soviet Union recognized the concept of building a surplus amount of nuclear warheads could result in a catastrophic disaster on both nations if there was to be a nuclear war. Numerous actions were acquired in various treaties to avert any nuclear disaster to occur. On July 1968, the Treaty on Non-Proliferation of Nuclear Weapons was signed in Washington D.C., Moscow, and London (Roberts). Signed by 130 nations in 1968, the Nuclear Nonproliferation Treaty went into effect on March 5, 1970 (Fuller). Its goal was to prevent the spread and development of nuclear weaponry. Notably, neither France nor China agreed to sign the treaty, and both countries have continued to develop their nuclear arsenal despite widespread condemnation from around the world (â€Å"Nuclear Nonproliferation Treaty†). The most significant treaty was the Strategic Arms Limitation Treaty held in 1972, known as SALT I. President Richard Nixon met with Soviet premier Leonid Brezhnev in Moscow and signed an agreement that provided for a severe limitation on the placement of antiballistic missiles and a freeze on the deployment of intercontinental ballistic missiles by each nation (â€Å"Arms Race†). In 1973, Brezhnev traveled to Washington, D.C., where the leaders agreed never to use nuclear weapons offensively and agreed for a second treaty, known as SALT II. With both nations in a relaxing time with compromises be addressed, this period was a called a dà ©tente (Ungar 109). On June 18, 1979, Carter and Brezhnev signed the SALT II treaty in Vienna. SALT II would have set a limit on long-range missiles that each country could possess and provided for a decrease in these missiles by 1981 (Etcheson 126). Before the Senate could authorize the new treaty, however, the Soviets invaded Afghan istan in December 1979, an act of aggression that heightened U.S. fears in the Cold War (â€Å"Arms Race†). Even with these treaties, the Cold War and the arms race still continued until the election of Reagan and Gorbachev. Both political leaders realized the importance of reduction in nuclear arms (Levine 131). Even though the bombing of Japan ended WWII it was the beginning of the Cold War and the arms race between the US and the USSR, however through billions upon billions of dollars spent on nuclear proliferation the US and the USSR finally maintain a treaty to end the arms race (Fuller). In 1981, Ronald Reagan became president and confirmed his proposal of the reduction of nuclear weaponry. With great coincidence, Mikhail Gorbachev was the leader of the USSR, and he too believed in the reduction of nuclear weaponry (Levine 140). Regan began the funding of the â€Å"Star Wars† plan, which would design a state-of-the-art Anti-Ballistic Missile system that would use satellites to defend the US against missile attacks (Fuller). Finally, the US and the USSR developed a mutual poli tical relationship. The Star Wars plan was aborted after the US spent more than 80 billion dollars without any sufficient progress (Fuller). Reagan had been recognized for his advanced defense measures and his determination to overcome communism with the USSR, brought the USSR slowly crumbing in the late 1980’s. On November 9, 1989, the Berlin Wall collapsed uniting West and East Germany (Etcheson 164). The wall was a long-term symbol of communism. On December 25, 1991, the USSR finally came to halt, when Boris Yeltsin, a strong political figure in Russia rallied up the Russian people to revolt against communism. On that Christmas day, communism and what was called the USSR seized to exist. In the following years, President George W. Bush and Russian president, Vladimir Putin, signed the Treaty of Moscow on May 24, 2002 (â€Å"Arms Race†). The treaty put in place strategic offensive reductions, the most sweeping nuclear arms reductions in history. President Bush said the treaty erased, The last vestiges of the Cold War and forged a new Russian-American partnership (â€Å"Treaty of Moscow†). Wi th long and vigorous tensions between the US and the USSR about nuclear proliferation, communism versus democracy, and the perspective of being the worlds dominate leader, both nations have reconciled and maintained a partnership. Although, the nuclear proliferation between the US and USSR have ended, other countries around the world have obtained possession of weapons of mass destruction that could result into another arms race, or even another World War. Research Papers on The Arms Race, a History of WeaponsAppeasement Policy Towards the Outbreak of World War 2PETSTEL analysis of IndiaAnalysis of Ebay Expanding into AsiaTwilight of the UAWThe Project Managment Office System19 Century Society: A Deeply Divided EraBringing Democracy to AfricaOpen Architechture a white paperDefinition of Export QuotasStandardized Testing

Present Participles in Spanish Known as Gerunds

Present Participles in Spanish Known as Gerunds The Spanish verb form equivalent to -ing verbs in English is known as the present participle or gerund. The gerund always ends in -ando,  iendo, or rarely -yendo. The Spanish gerunds are used much less than the -ing verbs of English, however. Conjugating Spanish Present Participles The Spanish present participle of regular verbs is formed by removing the -ar ending and replacing it with -ando, or by removing the -er or -ir ending and replacing it with -iendo. Here are examples of each of the verb types: hablar (to speak) - hablando (speaking)beber (to drink) - bebiendo (drinking)vivir (to live) - viviendo (living) The verbs that have irregular present participles almost always use the same -ando and -iendo endings, but they have changes in the stems. For example, the present participle of venir (to come) is viniendo (coming), and the present participle of decir (to say) is diciendo (saying). To prevent awkward spellings, a few verbs use a -yendo ending in the participle instead of -iendo. For example, the present participle of leer (to read) is leyendo (reading). Using Gerunds for the Progressive Tenses As a beginning Spanish student, the way you are most likely to use the present participle is with the verb estar (to be) to form what is known as the present progressive tense. Here are some examples of that usage: Estoy estudiando. (I am studying.) Est lavando la ropa. (He is washing the clothing.) Estamos comiendo el desayuno. (We are eating breakfast.)   Here is the present-tense indicative conjugation of estar combined with a sample present participle to form the present progressive tense: yo - Estoy escribiendo. - I am writing.tà º - Ests escribiendo. - You are writing.à ©l, ella, usted - Est escribiendo. - He/she/you is/is/are writing.nosotros, nosotras - Estamos escribiendo. - We are writing.vosotros, vosotras - Estis escribiendo. - You are writing.ellos, ellas, ustedes - Estn escribiendo. - They/you are writing. The same can be done with other tenses and moods. Although it isnt necessary to learn these yet if youre a beginner, here are some examples to demonstrate the concept: Estarà © escribiendo. - I will be writing.Espero que està © escribiendo. - I hope youre writing.Estaba escribiendo. - I/you/he/she was/were writing. The progressive tenses are used less in Spanish than they are in English. As a general rule, they place an emphasis on the continuing nature of the action. For example, the difference between leo and estoy leyendo is roughly the difference between I am reading and I am in the process of reading. (Leo can also mean simply I read, indicating a habitual action.) Present Participles Used Mostly With Other Verbs One of the major differences between the present participles in English and Spanish is that while the English present participle can frequently be used as an adjective or a noun, in Spanish the present participle is nearly always used in conjunction with other verbs. Here are some examples of the present participle in use: Estoy pensando en ti. (I am thinking about you.)Anda buscando el tenedor. (He is walking around looking for the fork.)Sigue estudiando los libros. (She keeps on studying the books.) Haces bien estudiando mucho. (Youre doing well by studying much.) At this stage, you do not need to analyze these sentences or understand the details of how the present participle is used. Note, however, that in all these examples the gerund is used to indicate some form of continuing action, and that it can be translated using an -ing verb (although it doesnt have to be). Cases where you wouldnt use the Spanish participle to translate an -ing verb include instances where the English present participle is used as a noun or adjective. Note these examples: Ver es creer. (Seeing is believing.)Tiene un tigre que come hombres. (She has a man-eating tiger.)Hablar espaà ±ol es divertido. (Speaking Spanish is fun.)Me gusta comer. (I like eating.)Comprà © los zapatos de correr. (I bought the running shoes.) Also note that while in English we can use the present progressive tense to refer to a future event (as in We are leaving tomorrow), that cant be done in Spanish. You must use either the simple present tense (salimos maà ±ana) or a future tense (saldremos maà ±ana or vamos a salir maà ±ana).

Emirates Essay Example | Topics and Well Written Essays - 2000 words

Emirates - Essay Example From this research it is clear that presently, Emirates caters to a world-wide market. The primary aim of this study is to examine the current management [practices of Emirates Airlines. To address the aim, the researcher explores the nature of Emirates Airlines business practices and the continuous changes that in give the avion industry in UAE and worldwide. In order to maintain a good performance in the global market and increase the opportunities for expanding its business activities in other country, Emirates Airlines has been successfully analyzing and overcoming its shortcoming or other weaknesses by executing effective strategies. Additionally, to accept the changes in the regional as well as international business environment, it creates an effective and/or flexible management structure which helps the company to maintain sustainable growth. This paper examines the relentless growth of Emirates, and investigates the various strategies that underpin its core competencies, which are responsible for its 20 years of consecutive profitability. The paper establishes that the underlying formula for Emirates’ success is largely attributed to its hub and spoke operation, competitive cost structure and the strong leverage of its brand. Overall these factors are contributing towards the Emirates Airlines' phenomenal growth.

Systems Feedback Loops for Deckers Outdoor Corporation Research Paper

Systems Feedback Loops for Deckers Outdoor Corporation - Research Paper Example   The two categories of feedback loops utilized at DOC are the balancing loops together with the reinforcing loops. Sources consider such loops as significant constituents of the thinking of Deckers outdoor corporation. Concisely, systems thinking to refer to ways in which different elements present in an organization interact with each other, therefore, culminating in their growth, or fall. The literature describes systems thinking as people, different structures, as well as inherent processes essential for the overall prosperity of an organization. The two of the roles identified in DOC execute various, divergent functions. For instance, balancing loops are endowed with the conscientiousness of enhancing an organization’s stability. Alternatively, a reinforcing loop performs the role of controlling the pace of growth of an organization (Burgoyne, Araujo & Easterby-Smith, 2000). At DOC, a suitable example of a reinforcing loop is notable after an appraisal of an employeeâ⠂¬â„¢s performance and the support they obtain from the management. It is notable that employees who have demonstrated excellence in their performances tend to acquire incalculable support from the management. The management directs such individuals by the provision of bonuses, additional training for skills development, as well as allocation of better assignments. As a result, the performance of such individuals continues to improve, and the company notes an addition of its profits. This is among the reasons for the sustained expansion of DOC to diverse locales. In a different scenario, the workforces’ performance may progressively slow down. Simultaneously, the management is unable to offer the much-needed support thus the decline. In such a case, the reinforcement loop applies. In the largest percentage of companies, the reinforcing loop cannot drive an organization towards attaining its stability, therefore, the necessity of looking into a different category known as the balancing loops (Burgoyne, Araujo & Easterby-Smith, 2000). The balancing loops As opposed to reinforcing loops that focus on the growth or decline of an organization, this loop aims at attaining a stated steady state, or an objective. An apt action is unavoidable when trying to move from a current state to the designated desired state. The DOC has enacted various strategies for purposes of devising apt techniques for enhancing its growth to other geographical locations across the globe. Therefore, it resorts into incorporating some balancing loops to aid in achieving its stated goals. At DOC, instances of this class of loops are numerous (Burgoyne, Araujo & Easterby-Smith, 2000). This is because DOC has many plans for bringing new products to the market, therefore, creating a balancing loop. The interaction occurring between the two states results into formation of the gap.  Ã‚  

Rich culture Essay Example for Free

Rich culture Essay Japan is known for its rich culture. Among its many customs and traditions, music is considered to be one of the most essential parts of its culture. The Japanese’ passion for music, particularly traditional folk song music, continues to be a part of their daily lives. Despite the fact that their musical culture has gone through evolution as a result of change in lifestyles and mass media development, they still look at music as an important part of their heritage. For the Japanese, folk music is a medium through which they are able to express their inner feelings, ideas and thoughts. It is also through these songs that they are able to relate their experiences in life and the many ways that they deal with them. These songs depict their daily ways of living such as farming, fishing, mining, and even religious events, to mention a few. To date, traditional folk songs still exist in the different provinces in Japan. It is common among the older generations and sung mostly for recreational purposes. Harich-Schneider believes that because of the influences brought about by Western music and global modernization, Japan’s traditional folk songs are no longer as popular as it was in the ancient times. Over the years, fans and professional folk song singers have decreased. However, the tradition is sustained not only in art music but in the rich variety of folk traditions all over Japan (E. Harich-Schneider: 1973). Just like the Japanese, music plays a vital role in the American culture particularly in the lives of Native Americans. Their music also depicts their regional traditions and customs, history as well as the education of tribes in North America. Rooted in the folk music of many countries such as Ireland, England, Africa, and Scotland, their folk songs introduced the birth of American folk dances such as the buck dance and square dance. Although still dependent on each of North America region’s tradition, their folk songs have developed and taken numerous regional styles especially in the kind of instruments used. Each region still maintains some of the more popular folk songs despite the differences in repertoire and style. Contrary to the perception that traditional folk songs are now unpopular among the Americans, they are actually still alive and well in many parts of the country. Musicians and bands all over the nation are putting great efforts to continue the folk songs tradition. One of these includes the establishment of folk music schools that provide instruction in old-time music. In California, there are summer camps for children and adults as well as families that offer many different concepts of folk music instruction. These programs, which are also available in other US states, saw an increase in people wanting to learn folk music. It can be noted that the Americans are committed to keep this unique tradition alive. Despite the thousands of songs and tunes that have evolved over the years, American folk musicians still heavily rely on this tradition and learn new folk songs. As has been the tradition, folk song writers aim to engage the listeners and evoke their emotions just like how the older counterparts did many years ago. The American traditional folk songs will continue to evolve for as long as there is music. Because it is the sound of the people, it will go on telling tales of their daily lives, the challenges they faced as well as the history of their struggle and triumph in the country, albeit in a more modern fashion. Hence, it can be stated that while both Japan and America put value in their traditions, the latter seems to enjoy folk songs more as they have implemented ways to keep this custom alive not only for the benefit of today’s generation but for the future, as well. On the Taiko drummers, it is indeed an artistic demonstration of superb blending of stick work during performances. Exhilarating energy and amazing speed during Taiko drumming is required. Similarly, percussion instruments such as drums and flutes also occupy an important role in the music of Native Americans. Like the Taiko drums, Native American drums are also huge and played by a group of individuals. The action required when playing these drums is high and often requires great strength. References: E. Harich-Schneider, A History of Japanese Music (1973). http://www. ctmsfolkmusic. org/about/programs/MusicInSchools. asp Japan is known for its rich culture. Among its many customs and traditions, music is considered to be one of the most essential parts of its culture. The Japanese’ passion for music, particularly traditional folk song music, continues to be a part of their daily lives. Despite the fact that their musical culture has gone through evolution as a result of change in lifestyles and mass media development, they still look at music as an important part of their heritage. For the Japanese, folk music is a medium through which they are able to express their inner feelings, ideas and thoughts. It is also through these songs that they are able to relate their experiences in life and the many ways that they deal with them. These songs depict their daily ways of living such as farming, fishing, mining, and even religious events, to mention a few. To date, traditional folk songs still exist in the different provinces in Japan. It is common among the older generations and sung mostly for recreational purposes. Harich-Schneider believes that because of the influences brought about by Western music and global modernization, Japan’s traditional folk songs are no longer as popular as it was in the ancient times. Over the years, fans and professional folk song singers have decreased. However, the tradition is sustained not only in art music but in the rich variety of folk traditions all over Japan (E. Harich-Schneider: 1973). Just like the Japanese, music plays a vital role in the American culture particularly in the lives of Native Americans. Their music also depicts their regional traditions and customs, history as well as the education of tribes in North America. Rooted in the folk music of many countries such as Ireland, England, Africa, and Scotland, their folk songs introduced the birth of American folk dances such as the buck dance and square dance. Although still dependent on each of North America region’s tradition, their folk songs have developed and taken numerous regional styles especially in the kind of instruments used. Each region still maintains some of the more popular folk songs despite the differences in repertoire and style. Contrary to the perception that traditional folk songs are now unpopular among the Americans, they are actually still alive and well in many parts of the country. Musicians and bands all over the nation are putting great efforts to continue the folk songs tradition. One of these includes the establishment of folk music schools that provide instruction in old-time music. In California, there are summer camps for children and adults as well as families that offer many different concepts of folk music instruction. These programs, which are also available in other US states, saw an increase in people wanting to learn folk music. It can be noted that the Americans are committed to keep this unique tradition alive. Despite the thousands of songs and tunes that have evolved over the years, American folk musicians still heavily rely on this tradition and learn new folk songs. As has been the tradition, folk song writers aim to engage the listeners and evoke their emotions just like how the older counterparts did many years ago. The American traditional folk songs will continue to evolve for as long as there is music. Because it is the sound of the people, it will go on telling tales of their daily lives, the challenges they faced as well as the history of their struggle and triumph in the country, albeit in a more modern fashion. Hence, it can be stated that while both Japan and America put value in their traditions, the latter seems to enjoy folk songs more as they have implemented ways to keep this custom alive not only for the benefit of today’s generation but for the future, as well. On the Taiko drummers, it is indeed an artistic demonstration of superb blending of stick work during performances. Exhilarating energy and amazing speed during Taiko drumming is required. Similarly, percussion instruments such as drums and flutes also occupy an important role in the music of Native Americans. Like the Taiko drums, Native American drums are also huge and played by a group of individuals. The action required when playing these drums is high and often requires great strength. References: E. Harich-Schneider, A History of Japanese Music (1973). http://www. ctmsfolkmusic. org/about/programs/MusicInSchools. asp

Performance Assesments Essay -- essays papers

Performance Assesments Due to the implementation of this new law, states are required to annually test all students in public schools. Anthony Rebora (2004) states that â€Å"by the 2005-2006 school years, states must begin testing students in grades 3-8 in the areas of reading, math, and writing† (p. 1). In the 2007-2008 school years, science will be added in to the testing material. The tests must meet the requirements of the states academic standards. They are supposed to bring all students up to the proficient level on their assessments by the 2013-2014 school years. Rebora (2004) also observed that the academic content and achievement standards define what all children should know in order to be considered proficient in each state (p. 2). These state assessments are a mechanism for checking whether schools have been successful in teaching students the knowledge and skills characterized by the content standards. In an article, titled â€Å"test and punish† in NEA Today, â€Å"the number of schools that missed Adequate Yearly Progress for two or more years reached 6, 794 or 12 percent of the schools in those states† (Lochert, 2004, p. 10). Although former Education Secretary, Rod Paige believes that results show that No Child Left Behind is working and test scores are rising, other officials say that the credit associated with the rising scores go to other factors. These factors include, teaching students test taking skills, the new regulations that permit some to exempt some students’ scores, and there are more students taking the required tests. In previous years, some schools were labeled inadequate because not enough students took the assessments. (Toppo, 2004) It has become largely popular for teachers to focus more on... ...ents being able to interact with their environment. Lochert, K. (2004, November). Test and Punish. NEA Today, 10. This article talks about Adequate Yearly Progress. The standards that each school must meet to comply with the No Child Left Behind Law. It gives statistics that attempt to show that many schools will not reach the goal. Schemo, D. J. (2004, March 25). 14 States Ask U.S. to Revise Some Education Law Rules. The New York Times. There are many states that disagree with the law and feel that its requirements are far too strict. This article explains why the states think the law is unfair. They feel that any progress in the academic rates or proficiencies of students should be more important than ensuring that one hundred percent of students are at a sufficient level by a certain date. They signed a letter asking for it to be redesigned.

Military Compensation versus Civilian Compensation

The advantages of a career in the U. S. military greatly outweigh working in a civilian career when considering compensation such as education, salary, health care, and retirement. In today’s economy, everyone is looking to receive the most from his or her employer. A person wants a salary that can provide for his or her family, a healthcare plan with little out-of-pocket cost, retirement benefits to plan for the future, and an education that makes it all that possible.The military offers exemplary tuition assistance and salary when benefits such as the basic housing allowance are taken into consideration. In the same way, the military’s retirement plans and health care benefits are superior to that of civilian employers because of its low cost. The following will compare military compensation to civilian compensation, and why a career in the military provides a superior benefit package. Although there are some benefits to civilian compensation packages, the military of fers the best educational program. Few civilian employers offer tuition reimbursement for employees.Those that do offer tuition reimbursement; require that the employee pay the cost of tuition up front and complete the class before receiving reimbursement. The employee must also maintain a certain grade point average (GPA) to qualify for tuition reimbursement. Once an employee has completed his or her education, the employer often requires the person to remain employed for a certain amount of time after receiving tuition reimbursement. If the employee terminates employment before the agreed upon timeframe, the employee may have to repay tuition reimbursement funds, (Smith, 2008).Unlike civilian employers, the military offers a superior education program called the GI Bill. The GI Bill pays full tuition and fees to the school, a monthly housing allowance, and an annual books and supplies stipend, (U. S. Department of Veteran Affairs, 2011). In the same way, The GI Bill requires that the service member maintains a certain GPA and consequently, if a service member fails to complete or pass a class, he or she must reimburse the Veteran Affairs Educational Department. An additional advantage of The GI Bill is the ability to relinquish benefits to a spouse or a child.Therefore, by choosing a career in the military a person has many more opportunities to advance his or her education versus choosing a civilian career, where educational opportunities are limited. Admittedly, there are some benefits to the civilian compensation structure, the total military compensation package is better. According to â€Å"Entry Level Salary† (n. d), the average salary for an entry-level civilian position is $37,000. 00 per year, whereas as entry-level military base salary is $16,000. 00 per year, (Dyer, 2008).Compensating for low salaries, the military offers sign on bonuses of up to $40,000.00, (The Scoop On Army Enlistment Bonuses, 2010), basic housing allowances, basic allow ance for subsistence, overseas pay when stationed in another country, and hazard duty pay when deployed to a hazardous theater. Another significant difference between the two employers is how wage increases and promotions are received. The majority of civilian employers use annual performance reviews to reward employees with a pay raise or a promotion whereas military service members must meet time in service, time in grade, performance and education standards to receive a promotion and a raise.In conclusion, the military does receive a better compensation package when bonuses, basic housing allowance, and other itemized pay are taken into consideration. While civilian and military employers both offer similar retirement plans, military employees have a more cost-efficient plan. Civilians have two types of retirement plans to choose from: a defined-benefit plan and a defined-contribution plan. Defined-benefit plans have a pension of some kind that the employer pays for and a defined -contribution plan is typically a 401k that an employee invests his or her own money in to, (The CNA Corporation, 2008).Becoming eligible for a defined-benefit plan requires that employees work for the company for a minimum of five years; however, retirement payouts are larger the longer an employee stays with a company. Civilian employees must also wait until at least age 62 to retire and can retire anytime between the age 62 and 70; however, retirement benefits are reduced when an employee retires early. Military retirement plans are very different from their civilian counterparts, in that military service members do not invest any money into their retirement plan.After 15 years of service a military employee can choose between two plans: a standard High-3 plan or a Redux retirement plan. The standard High-3 plan bases retirement pay on the highest average basic pay for 36 months of a service member’s career. Choosing the Redux retirement plan, a service member will receive a $30,000. 00 bonus, a percentage-based annuity, and basic pay. Military employees can retire after 20 years of service, so the average age of a service member at retirement is age 40. Another remarkable benefit that military service members can use for retirement is a thrift savings plan that resembles a civilian 401k.The most significant difference in a thrift savings plan is that the military does not match any employee contributions. By not matching what a service member invests into a thrift savings plan the employee can contribute more money into a tax-deferred plan than he or she could contribute to an individual retirement account, (The CNA Corporation, 2008). By not contributing to a retirement plan, military service members will save more money and be able to invest more toward a future than civilian employees.Although military and civilian employers both offer health care benefits, the benefits offered by the military are more cost efficient. Civilian employer’s h ealth care packages require an employee to pay an average annual premium of $13,000. 00 to cover a family’s health care. Employees must also incur the cost of copays, an amount a person pays at the time of service; and deductibles, an amount that the insured person must meet before health benefits are used. When choosing a doctor, hospital, or specialist; a civilian healthcare plan has several limitations to overcome.On the contrary, active duty service members pay no premiums, copays, or deductibles for health care benefits. Unlike civilian employers, the military offers health care benefits to reserve (part-time) service members, veterans, and retired personnel at low-cost, affordable rates and service members can use any doctor, hospital, or specialist that accepts TRICARE, the military’s main healthcare provider. The government is working on raising the standards of civilian health care to the more cost-efficient plan the military has incorporated; however, there i s still much to accomplish.In conclusion, when choosing a compensation package based on education, salary, retirement, and health care; the military offers a superior compensation package than that of a civilian career. Choosing a military career will not only provide compensation and health care to take care of a family, it will provide a retirement plan for the future and an education to better oneself. Most of all, when looking at civilian and military compensation packages side-by-side a potential employee can determine that the best option is a military career for its stability and cost-efficient compensation packages.

Business and Society Case 1 Essay

Business and Society have a complicated relationship. Organizations make products or deliver services with the goal of making a profit. Human beings and social structures that humans create together make up society. Businesses and society are of an interactive system. Business firms participate in continuous interactions or exchanges with its external environment. Society and business make up a cooperative social system where each other’s actions affect one another. In the stakeholder theory of the firm, all businesses have a purpose to create value for its diverse stakeholders. For these organizations to stick around, they must make a profit for their owners and, in addition, businesses must understand and take all stakeholders’ interests, power, and alliances into account and thus try to create different kinds of value for their stakeholders, whether for employees, communities, or others. Businesses must recognize who the corporation’s market and nonmarket stakeholders are. Every business firm has economic and social relationships with society, whether they affect positively or negatively; are intended or unintended. Stakeholders are those who affect or are affected by the firm, whether they have a market relationship or not. Often with multiple interests in mind, the stakeholders can implement their economic, political, and other powers in ways that can help or defy the organization. Stakeholders may act independent or together to impact the companies. Modern corporations developed a range of complex, boundary-crossing departments that manage of interactions with stakeholders and society. For instance, Walmart has a huge impact on society and must effectively and efficiently deal with stakeholders interests. A number of vast factors mold the relationship between business and society. These include changing societal and ethical expectations, shifting public expectations and government policies, fast paced global economy, dealing with ecological concerns , and changing the transformational role of technology and innovation. Corporate strategy has to deal with expectations of all stakeholders and even society itself. Application Points Chapter 1 Discussion Questions 1. The issue in this case is simply that Disney had a vision of making people feel like they are â€Å"in another world† while they were in Disneyland. Although, this interferes with companies coming into their territory and building affordable housing for people who work within the walls of Disneyland. Disney ultimately has the final say in the matter because of their continuous revenue stream for the city of Anaheim. This means that no matter what Disney will get what it wants. 2. The relevant market stakeholders include the employees, customers, suppliers, and creditors. The nonmarket stakeholders include the community, governments, and the general public. 3. Stakeholder interests a. Employees – have a more affordable housing complex near Disneyland (support SunCal’s plan) b. Customers – have a fun and memorable time at Disneyland (most likely indifferent to the situation, but are affected indirectly) c. Suppliers – Ultimately make or lose money geared on the success of Disneyland (do not support SunCal) d. Creditors – Also rely on Disney revenue stream (do not support SunCal) e. Community – The city of Anaheim benefits with Disneyland tax payments (do not support SunCal) f. Governments – Same as Community g. General Public – benefit from Disneyland revenue (do not support SunCal) 4. The employees obviously have the right to quit or abstain from working for Disneyland, the customers can choose to not come to the park, the suppliers really have no power seeing the Disneyland is most likely their main source of revenue, and the creditors can chose to finance elsewhere. 6. The best possible solution would be for SunCal to move their projected idea of building the affordable housing further away from right next door to Disneyland. The employees would be more than happy to agree to an affordable housing that is a couple of miles away than having to live outside of the city and commute into work. Everyone then becomes happy with the situation from this simple solution.

Free Essays on Pediatric Strokes

Pediatric Stroke A pediatric stroke is a life threatening event in which part of the brain is deprived of oxygen. Strokes can occur in children of all ages. It can even occur in the fetus. (Pathak 2000 p.1) Children are much less likely to have a stroke than older adults. (Behrman, Kliegman, Jenson 2000) They are at higher risk for a stroke if they have congenital heart disease, sickle cell anemia, or a wide variety of other conditions and possible traumas. Although children suffering a stroke will have similar signs as an adult, it takes the family longer to realize what is going on. Adult symptoms of a stroke are sudden numbness or weakness of the face, arm, or leg, especially on one side of the body, sudden confusion, trouble speaking, or understanding, trouble seeing in one or both eyes, trouble walking, dizziness, loss of balance, or coordination, severe headache with no known causes. When a pediatric stoke is treated as soon as possible, the child has a significantly greater chance of a voiding permanent medical affects, such as cerebral palsy or paralysis on one side of the body. Dr. Mayank Pathak states that â€Å"there are two major categories of strokes. These are ischemic stroke and hemorrhagic or bleeding strokes†(2000 p.2). The most common type is the ischemic stroke, which is caused by a prolonged lack of oxygen-rich blood to the brain. Dr. Pathak has concluded that ischemic strokes are usually associated with disorders that promote the clotting of blood or cause inflammation of the arteries, which in turn promotes clotting within them† (2000 p.3). Dr. Pathak also states that the â€Å"second Pediatric Stroke 3 type of stroke is a hemorrhagic. It occurs when a blood vessel in the brain breaks open or develops a hole in its wall through which blood begins to leak directly into the brain tissue or into the clear liquid which surround the brain and fills its central cavities† (2000 p. 3). Symptoms of an is... Free Essays on Pediatric Strokes Free Essays on Pediatric Strokes Pediatric Stroke A pediatric stroke is a life threatening event in which part of the brain is deprived of oxygen. Strokes can occur in children of all ages. It can even occur in the fetus. (Pathak 2000 p.1) Children are much less likely to have a stroke than older adults. (Behrman, Kliegman, Jenson 2000) They are at higher risk for a stroke if they have congenital heart disease, sickle cell anemia, or a wide variety of other conditions and possible traumas. Although children suffering a stroke will have similar signs as an adult, it takes the family longer to realize what is going on. Adult symptoms of a stroke are sudden numbness or weakness of the face, arm, or leg, especially on one side of the body, sudden confusion, trouble speaking, or understanding, trouble seeing in one or both eyes, trouble walking, dizziness, loss of balance, or coordination, severe headache with no known causes. When a pediatric stoke is treated as soon as possible, the child has a significantly greater chance of a voiding permanent medical affects, such as cerebral palsy or paralysis on one side of the body. Dr. Mayank Pathak states that â€Å"there are two major categories of strokes. These are ischemic stroke and hemorrhagic or bleeding strokes†(2000 p.2). The most common type is the ischemic stroke, which is caused by a prolonged lack of oxygen-rich blood to the brain. Dr. Pathak has concluded that ischemic strokes are usually associated with disorders that promote the clotting of blood or cause inflammation of the arteries, which in turn promotes clotting within them† (2000 p.3). Dr. Pathak also states that the â€Å"second Pediatric Stroke 3 type of stroke is a hemorrhagic. It occurs when a blood vessel in the brain breaks open or develops a hole in its wall through which blood begins to leak directly into the brain tissue or into the clear liquid which surround the brain and fills its central cavities† (2000 p. 3). Symptoms of an is...

New Horizons in the Outer Solar System

New Horizons in the Outer Solar System The outer solar system  is  the region of space  beyond the planet Neptune,  and the last frontier. The Voyager 1 and 2 spacecraft have passed beyond the orbit of Neptune, but have not encountered any more worlds. That all changed with the  New Horizons mission.  The spacecraft spent 10 years flying out to Pluto, and then swept past the ​dwarf planet  on July 14, 2015. It not only looked at Pluto and its five  known moons, but the spacecrafts cameras mapped part of the surface. Other instruments concentrated on finding out more about the atmosphere. New Horizons mages  show that Pluto has a complex surface  with icy plains made of nitrogen ice, surrounded by jagged mountains consisting mostly of water ice. It turns out that Pluto was far more fascinating than anyone expected!   Now that it has passed Pluto, New Horizons  will explore the Kuiper Belt - a region of the solar system that stretches out beyond the planet Neptune and  populated with so-called  Kuiper Belt Objects  (KBOs). The best-known KBOs are  dwarf planets  Pluto, Haumea, Makemake, Eris, and Haumea.  The mission has been approved to visit another dwarf planet called 2014 MU69, and will sweep past it on January 1, 2018. Luckily, this little world lies right along the missions flight path.   In the far distant future,  New Horizons  will enter the fringes of the Oort Cloud (the shell of icy particles that surrounds the solar system, named for  astronomer Jan Oort).   After that, it will traverse space forever.   New Horizons:ItsEyes and Ears New Horizons  science instruments were designed to answer questions about Pluto, such as: what does its surface look like? What surface features does it have, such as impact craters or canyons, or mountains?  Whats in its atmosphere? Lets take a look at the spacecraft and its specialized eyes and ears that have shown us so much about Pluto.   Ralph:  a high-resolution mapper with visible and infrared cameras to gather data that will help create very good maps of Pluto and Charon. Alice:  an imaging spectrometer sensitive to ultraviolet light, and built to probe Pluto’s atmosphere. A spectrometer separates light into its wavelengths, like a prism does. Alice  works to produce an image of the target at each wavelength, and will be able to study the â€Å"airglow† at Pluto. Airglow happens when gases in the atmosphere are excited (heated). Alice will track light from a distant star or the Sun through Pluto’s atmosphere to pick out wavelengths of light absorbed by Plutos air, which tells us what the atmosphere contains. REX:  short for radio experiment. It contains sophisticated electronics and is part of the radio telecommunications system. It can measure the weak radio emission from Pluto, and take the temperature of its night side.   LORRI:  the Long Range Reconnaissance Imager,a telescope with a 8.2-inch (20.8-centimeter) aperture that focuses visible light onto a charge coupled device (CCD). Near the time of closest approach, LORRI was built to look at Plutos surface at football-field size resolution.You can see some early images from LORRI here. Pluto travels through the solar wind, a stream of charged particles sweeping out from the Sun. So, New Horizons has the Solar Wind Around Pluto (SWAP) detector to measure charged particles from the solar wind to determine whether Pluto has a magnetosphere (a zone of protection created by its magnetic field) and how fast the Plutonian atmosphere is escaping. New Horizons has another plasma-sensing instrument called the Pluto Energetic Particle Spectrometer Science Investigation (PEPSSI). It will search for neutral atoms that escape Plutos atmosphere and subsequently become charged by their interaction with the solar wind. New Horizons involved college students from the University of Colorado as builders of the Venetia Burney Student Dust Counter, which counts and measures the sizes of dust particles in interplanetary space.

Ethical case Essay Example | Topics and Well Written Essays - 1000 words - 1

Ethical case - Essay Example This paper thus discusses the issues facing Lisa when challenging current policies and procedures of the acquired company from both ethical and professional perspectives. One ethical issue Lisa applied was ensuring that the corporate assets were secure. In her one year in charge as the financial manager, she faced a significant acquisition with a total cost of $10 billion. Her company acquired a prestige fragrance company. Lisa’s challenge in this case was to ensure that the acquired company came together with the parent organization in an ethical, appropriate manner. She also had to ensure that there were no unethical practices on the part of the project. Also, the management team responsible for the acquisition and integration of the company. Additionally, she had to ensure that the acquired companies were not practicing inappropriate accounting practices in order to inflate their sales or earnings. One of the stakeholders involved in ethical issue is Lisa, but he faced opposition from the controller Mr. Anderson. Lisa prepared a meeting with the parent company with a focus on accounting manual and a plan for valuation of the company’s assets. It was apparent that these documents were of little interest to Mr. Anderson. He was polite and professional, but his management style was clearly dictatorial. Anderson had worked for twelve years in the Prestige Fragrance Company and attained some several promotions. He was a CPA, who had a background in major accounting firm and had contributed a lot in the growth of the company. All this earned him respect from the Board of Directors, but it was evident that he was not happy to be in part of a smaller division in a much larger company. Lisa was very concerned about the acquired assets and the unusually high proportion of â€Å"other assets† on the balance sheet. This made her to review her preliminary observation with Anderson. She was of the view that often items in this category

The future of healthcare Coursework Example | Topics and Well Written Essays - 250 words

The future of healthcare - Coursework Example The administrators have to keep up with advances technology by updating their skills in technology to offer guidance on the use of these technologies (Mandl & Kohane, 2012). In the next decade, the proportion of America senior citizens will increase. The average life expectancy in the US has risen from 47 years in 1900 to about 79 years, and it is estimated that it will be around 84 in 2050 (Schiller et al., 2012). Death rates are gradually reducing as the life expectancy of the people goes up. The changing trend will compel health care administrators to increase funds for the long-term care and develop substitutes for nursing homes. The rise in the number of older patients from the Boomer generation and the loss of providers is a significant challenge to the health care system in the country (Schiller et al., 2012). Administrators have to ensure that they set aside enough resources to guarantee that the aged patients receive the much-needed medical services. Improved funding will ensure that the old generation receives the best medical services. Schiller, S., Lucas, W., Ward, W., & Peregoy, A. (2012). Summary health statistics for US Adults: National health interview survey, 2010. Vital and Health Statistics. Series 10, Data from The National Health Survey, (252),