Podiatrist essays

Podiatrist essays Podiatrist The job I picked is a podiatrist (foot doctor). Education/training requirements You need at least 3 years of college, and most applicants have a bachelors degree. In colleges of podiatry students take a 4-year program leading to the degree of doctor of podiatric medicine (D.M.P.). All states require that podiatrists be licensed. Getting the job Most podiatrists go into private practice. Some newly licensed podiatrists start their own businesses. Others start by working as assistants in the offices of established podiatrists. Others take salaried jobs until they have enough experience to open their own business. Working conditions Podiatrists generally set their own working conditions. Most work about 40 hours a week, often including some evenings and Saturday hours. Schedules are flexible, and some podiatrists work part-time. Podiatrists need good vision and steady nerves. They must work well with their hands. They must have an aptitude for scientific and technical activities. They should have good business sense and the ability to deal with all kinds of people. Requirements A high school student should take as many courses in biology, zoology, in organic and organic chemistry, and as much physics and math as possible to determine an interest in this field. The profession requires a scientific mind, a good business sense, and an ability to put patients at ease. Employment Opportunities Podiatrists held about 14,000 jobs in 1998. Most podiatrists are solo in business, although more are entering partnership practices. Others are employed in hospitals, nursing homes, the U.S. Public Health Service, and the Department o ...

Types of Verb Forms and Functions in English

Types of Verb Forms and Functions in English A book by the A verb is customarily defined as a part of speech (or word class) that describes an action or occurrence or indicates a state of being. But just when is a word a verb? Generally, it makes more sense to define a verb by what it does than by what it is. Just as the same word (rain or snow, for example) can serve as either a noun or a verb, the same verb can play various roles depending on how its used. Put simply, verbs move our sentences along in many different ways. Here, by identifying 10 types of verbs, well briefly consider some of their more common functions.   Auxiliary Verbs and Lexical Verbs An auxiliary verb (also known as a helping verb) determines the mood or tense of another verb in a phrase. In the sentence It will rain tonight, for example, the verb will helps the verb rain by pointing to the future. The primary auxiliaries are  the various forms of be, have, and do. The modal auxiliaries include can, could, may, must, should, will, and would. A lexical verb (also known as a full or main verb) is any verb in English that isnt an auxiliary verb: it conveys a real meaning and doesnt depend on another verb: It rained all night. Dynamic Verbs and Stative Verbs A dynamic verb indicates an action, process, or sensation: I bought a new guitar. A stative verb (such as be, have, know, like, own, and seem) describes a state, situation, or condition: Now I own a Gibson Explorer. Finite Verbs and Nonfinite Verbs A finite verb expresses tense and can occur on its own in a main clause: She walked to school. A nonfinite verb (an infinitive or participle) doesnt show a distinction in tense and can occur on its own only in a dependent phrase or clause: While walking to school, she spotted a bluejay. Regular Verbs and Irregular Verbs A regular verb (also known as a weak verb) forms its past tense and past participle by adding -d or -ed (or in some cases -t) to the base form: We finished the project.   An irregular verb (also known as a strong verb) doesnt form the past tense by adding -d or -ed: Gus ate the wrapper on his candy bar.   Transitive Verbs and Intransitive Verbs A transitive verb is followed by a direct object: She sells seashells. An intransitive verb doesnt take a direct object: She sat there quietly. (This distinction is especially tricky because many verbs have both transitive and intransitive functions.) Does that cover everything verbs can do? Far from it. Causative verbs, for example, show that some person or thing helps to make something happen. Catenative verbs join with other verbs to form a chain or series. Copular verbs link the subject of a sentence to its complement. Then there are performative verbs, mental-state verbs,  prepositional verbs, iteratives, and reporting verbs. And we havent even touched on the passive or the subjunctive. But you get the idea. Though they can get tense and moody, verbs are hard-working parts of speech, and we can count on them to make things happen in many different ways. * Stephen Pinker, The Stuff of Thought. Viking, 2007​

Economics of Social Issues Assignment Example | Topics and Well Written Essays - 500 words

Economics of Social Issues - Assignment Example The total budget deficit does not reflect the effect of all expenses and revenues of the federal government. Some items of expense and revenue are marked as off-budget while others are on-budget. The total budget deficit is the combined effect of the off-budget and on-budget categories. The items that are not included in the on-budget category include the social security payments and unemployment benefits. For most of the past decades the on-budget categories have resulted in a deficit which has been offset by a surplus in the off-budget categories to result in a lower total budget deficit, as in 2012. Cyclical deficits are less of a concern than structural deficits because they are of a temporary nature while structural deficits can be more persistent and even lead to inflation. Cyclical deficits arise as the economy goes through different phases of the business cycle (Arnold, 2010, p. 236). They occur especially during the recession phase when the government has to increase spending on social support. Structural deficits are more permanent and reflect fiscal mismanagement despite the business cycle. If the government cannot derive a reasonable return on them, it may have to print more currency or take on additional debt to pay off the deficit. Budget deficits tend to result in a crowding out of private firm and as a result private sector investment is reduced (Arnold, 2010, p. 241). The government borrows from the private sector to fund its deficit spending and to pay off creditors. As a result, the private sector is left with fewer funds to invest. As this also reduces the employability of private firms, the number of jobs in the economy also reduces. The graph shows the effect of budget deficit on the loanable funds market. The government issues bonds to cover its deficit spending which increases the demand for credit and the demand

An Analysis-Synthesis Essay Example | Topics and Well Written Essays - 2000 words

An Analysis-Synthesis - Essay Example This paper will address the question, how can the Indian government best tackle the problem of parents selling their kids organs? Trafficking and selling of children or their organs is an issue that requires an urgent attention in India. This shocking trade still goes on up to date despite the barbaric nature it reflects. It is a more disturbing fact to establish that most of the children sold are sold at a price much lower than the cost of most animals. In India, children are treated like a commodity or good in a black market where the value is not much important as long as they are sold for a price. It is clear that these children are either relocated to certain parts of the country or moved across borders after they are sold. The children are solved for different purposes that include prostitution, forced labor, child soldiers or for organ removal (Nair, et.al, 2005). It is sickening to note that children are sold for organ removal to support the lives of other people, yet their own lives are considered useless. It is not sensible to support the life of one person by killing another person. The selling of the children is done through persuasion or coercion. In certain instances, children are gently persuaded by the members of their families or friends to comply and be sold by promising them a better life unlike the one they lead. In other cases, the children are coerced or forced into submission. In either case, children never have a bigger bargaining ground because in most cases they cannot make a decision on whether to be sold or not whether it is through persuasion or coercion (Nair, et.al, 2005). Rough estimates show that approximately 40 to 50 percent of human trafficking victims are children. More disheartening is the fact that that both the children and their families are mostly unaware of the danger because they honestly believe that they do this for children to have better lives in other countries where they will

William Christopher Handy :: essays research papers

William Christopher Handy Handy was an American black composer and compiler of "BLUES" music. He was born in Florence, Alabama. He was educated at the Negro Agricultural and Mechanical College near Huntsville, Alabama. He was the son of former slaves. He was educated in the public schools and by his father and paternal grandfather, both of whom were clergymen. Handy was the first to bring the African- American blues to the general publics attention with the publication of his MEMPHIS BLUES in 1912. He began his musical career as a cornet soloist and bandmaster with minstrel shows; one of his earislst engagements was with the World's Columbian Exposition in Chicago in 1893. Handy also founded a music publishing house and edited and wrote several books , including the autobiographical Father of the Blues (1941). Originally, the blues were a type of black folk song little known beyond the southern United States. Handy's songs brought the blues to international attention. Handy's career was rooted in popular music. He began his career in 1896 as a minstrel show and vaudville corntist and bandleader and then became one of the first publishers of music by black composers. William Christopher Handy was born on Nov,16, 1873, in Florence, Ala, the son of former slaves . As a 15-year-old he left home to work in a traveling minstrel show, but he soon returned when his money ran out. He attended Teachers Agreicultural & Mechanical College in Huntsville, Alabama, and worked as a school teacher and bandmaster. In 1893, during an economic depression, he formed a quartet to perform at the World's Columbian Exposition in Chicago. For several years afterward he drifted around the country working at different jobs. Eventually he settled in Memphas, Tenn. Although he lost his eyesight at age 30, after WW1 he conducted his own orchestra from 1903 intill 1921. His eyesight partially returned, but he became completely blind after a fall from a subway platform in 1943. Handy wrote music during the period of transition from ragtime to jazz. The music he had absorbed during his youth consisted of spirituals, work songs,

Estimating the Iron(II) content in an iron tablet using a standard solution of potassium manganate (VII) Essay

Calculating the amount of iron(II) present The iron was oxidized from its 2+ state to 3+ by sulfuric acid: And the manganate iron was reduced as follows: This half equation is balanced as follows: Since the above equation involves the transfer of five electrons, the equation involving iron needs to be multiplied by five before the two half equations can be added together: Adding the two half equations: This simplifies to: This equation shows that for every five present, one is required for the reaction to be completed. 19.1ml of potassium manganate solution was used for titration. From this the amount of manganate ions used can be calculated as follows: Amount of present = Mass of present = Since the volume of solution used was 25cm3, one-tenth of the total solution made from the five iron tablets, the above calculation shows that: . Dividing this value by 5, we get 53.3mg of Fe present in each tablet. We may also calculate the amount of Iron(II) Sulfate are present in each tablet: Molar mass of Iron(II) Sulfate, FeSO4: 55.8+32+164 = 151.8g/mol Amount of FeSO4 present: /5 tablets The mass of the five iron tablets was measured to be 1.552gà ¯Ã‚ ¿Ã‚ ½0.0001. Dividing this value by five gives 0.310g per tablet, or 310mg. This means that the percentage of Iron(II)Sulfate present in each tablet in mass is as follows: Uncertainties calculation Percentage uncertainty for pipette reading = ==> Volume of iron (II) solution used = 25mlà ¯Ã‚ ¿Ã‚ ½0.05 Percentage uncertainty for burette reading = ==> Volume of potassium manganate used = 19.1mlà ¯Ã‚ ¿Ã‚ ½0.05 Adding the percentage uncertainties together, the overall uncertainty is 0.462%. Converting this to the uncertainty of the total amount of iron sulfate present, we obtain: Thus, the total amount of iron sulfate can be said to be 145mgà ¯Ã‚ ¿Ã‚ ½0.670 Literature value for mass of Iron Sulfate present in one tablet is 160mg. The percentage error of the experimental results can thus be calculated as follows: Converting this into absolute error in the amount of iron, we obtain: Thus, the total amount of iron sulfate with respect to its error value can be said to be 145mgà ¯Ã‚ ¿Ã‚ ½13.6. Conclusion In this investigation it was found through calculations that each of the iron tablet contained approximately 145mg of Iron (II) Sulfate. This is 15mg less than the listed amount of 160mg on the package, or 10% less than the literature value. This may have happened because some of the crushed tablets were left behind in the mortar. Another possible reason is that some of the iron in the iron (II) solution deposited in the bottom of the volumetric flask. This would mean that the pipette was filled with solution of less iron concentration than the average concentration. This would explain the smaller obtained value. It was also found that the percentage error value was significantly bigger than the percentage uncertainty. This suggests that there was systematic error in this experiment. A possible way to solve this problem is to calibrate the burette and pipette next time before conducting the experiment. Evaluation This investigation has several flaws in its method. Potassium manganate (VII) solution was used in this experiment to titrate against the iron tablet solution. However, because it readily decomposes into manganese dioxide (MnO2), it is difficult to ever obtain a solution with exact concentration. The result is that the volume of manganate (VII) solution used might have been bigger than necessary due to decreased concentration as a result of decomposition. To minimize this from happening, the solution should be kept in a clean container and exposed to as little light as possible, as the solution decomposes faster under light and contaminated container. The obtained result was smaller than literature value, and this may have been because some of the powdered tablet was left in the mortar. To improve the accuracy of this experiment, one should wash the mortar with sulfuric acid or distilled water, which can then be transferred to the volumetric flask. This would allow more of the iron tablet to be contained in the acidic solution, thus increasing the amount of iron present. To extend this investigation, one can experiment on more types of iron tablets. Alternatively, a different content such as calcium or potassium can be investigated. This would require different types of tablets to be used.

Nelson Mandela’s Fight for South African’s Justice

Many countries around the world have suffered for years to gain political rights and freedom for all people. These countries did not have many resources to help people in their poor conditions. One such country is South Africa, where many South Africans were treated unfairly under apartheid, a law, made in 1950, to separate the African minorities from the white population living in South Africa.1 The Whites banned interracial and intersexual relations between Blacks and non-Black people, and the Black people owned only about 20% of the land.2 Black people were not given political representation, not given satisfactory facilities, and could not conduct any labor unions against the White population. Even though South Africa was free from†¦show more content†¦The Africans, though, were not planning to back out that easily. For close to 40 years, the ANC was trying its best to settle African grievances, to give them additional rights, besides just freedom. They had decided to p rotest against the apartheid system through methods of peaceful demonstrations. Many people fought, and went to jail, but there was not one mode of violence conducted at all in these protests. 13 Mandela pointed out the shooting at Sharpeville in 1960, where 69 people were killed and 178 demonstrators were wounded. Mandela and his colleague continued to fight, not listening to the government. Nelson believed â€Å"in the words of the Universal Declaration of Human rights, that the ‘will of the people shall be the basis of authority of the Government’†. 14 The people had rights to choose what they wanted to do in their homeland, and no one was going to stop them from claiming these rights. Mandela also described why he and his organizers decided to choose sabotage as their method of violence instead of guerilla warfare or open revolutions. 15 Sabotage was a way to show hope for improving relations between races, and if people followed Mandela’s thoughts, th en there might have been a possibility of a democracy in South Africa. Lastly, Mandela pointed out that the White peopleShow MoreRelatedEssay about Nelson Mandelas Long Walk To Freedom2178 Words   |  9 PagesNelson Mandela in his book, Long Walk to Freedom argues through the first five parts that a black individual must deal, coop, and grow through a society that is hindering their lives with apartheid and suppression of their rightful land. Rolihlanla Mphakanyiswa or clan name, Madiba was born on July 18, 1918 in a simple village of Mvezo, which was not accustomed to the happenings of South Africa as a whole. His father was an respected man who led a good life, but lost it because of a dispute withRead MoreJonathan Roghubir. Ethics Of Engagment. Professor Genzale...2085 Words   |  9 PagesJonathan Roghubir Ethics of Engagment Professor Genzale ​We live in a society where we must fit and understand social justice. Its justice in terms of how wealth is distributed and the different opportunities and privileges amongst the people. Viewing things in an ethical manner allows people to make decisions based on position of self and society. People all over transpire from many different ethnic backgrounds leaving the world very diverse. What people fail to realize is that not everyone