Free Essays on San Francisco Earthquake

On April 18, 1906, shortly after 5:00 a.m., a great earthquake struck San Francisco and a long narrow band of towns, villages, and countryside to the north-northwest and south-southeast. Many buildings were wrecked; hundreds of people were killed; electric power lines and gas mains were broken. Fires broke out and burned wildly for days, utterly out of control because of severed water mains. The ground had broken open for more than 270 miles along a great fault - the San Andreas rift. The country on the east side of the rift had moved southward relative to the country on the west side of the rift. The greatest displacement had been 21 feet about 30 miles northwest of San Francisco. Nearly all the scientists in California began immediately to assemble observations on the results of the quake. Professor A.C. Lawson, chairman of the geology department at the University of California, took the first steps that led to Governor George C. Pardee's appointment, three days after the shock, of a State Earthquake Investigation Commission to unify the work of scientific investigations then under way. The members of this Commission were Professor Lawson, Chairman; J.C. Branner, professor of geology at Stanford University; Charles Burckhalter, director of the Chabot Observatory at Oakland; W. W. Campbell, director of Lick Observatory; George Davidson, professor of astronomy at the University of California; G.K. Gilbert, geologist of the U.S. Geological Survey; A. O. Leuschner, professor of astronomy at the University of California; and H.F. Reid, professor of geology at Johns Hopkins University. With the exceptions of Gilbert and Reid, none of the Commission members were the n known as students of earthquakes. Nevertheless, they were a distinguished and highly competent group of men. Two of the geologists and two of the astronomers were then members of the National Academy of Sciences and three others subsequently became members of that body. ... Free Essays on San Francisco Earthquake Free Essays on San Francisco Earthquake On April 18, 1906, shortly after 5:00 a.m., a great earthquake struck San Francisco and a long narrow band of towns, villages, and countryside to the north-northwest and south-southeast. Many buildings were wrecked; hundreds of people were killed; electric power lines and gas mains were broken. Fires broke out and burned wildly for days, utterly out of control because of severed water mains. The ground had broken open for more than 270 miles along a great fault - the San Andreas rift. The country on the east side of the rift had moved southward relative to the country on the west side of the rift. The greatest displacement had been 21 feet about 30 miles northwest of San Francisco. Nearly all the scientists in California began immediately to assemble observations on the results of the quake. Professor A.C. Lawson, chairman of the geology department at the University of California, took the first steps that led to Governor George C. Pardee's appointment, three days after the shock, of a State Earthquake Investigation Commission to unify the work of scientific investigations then under way. The members of this Commission were Professor Lawson, Chairman; J.C. Branner, professor of geology at Stanford University; Charles Burckhalter, director of the Chabot Observatory at Oakland; W. W. Campbell, director of Lick Observatory; George Davidson, professor of astronomy at the University of California; G.K. Gilbert, geologist of the U.S. Geological Survey; A. O. Leuschner, professor of astronomy at the University of California; and H.F. Reid, professor of geology at Johns Hopkins University. With the exceptions of Gilbert and Reid, none of the Commission members were the n known as students of earthquakes. Nevertheless, they were a distinguished and highly competent group of men. Two of the geologists and two of the astronomers were then members of the National Academy of Sciences and three others subsequently became members of that body. ...

The History and Geography of Iceland

The History and Geography of Iceland Population: 306,694 (July 2009 estimate)Capital: ReykjavikArea: 39,768 square miles (103,000 sq km)Coastline: 3,088 miles (4,970 km)Highest Point: Hvannadalshnukur at 6,922 feet (2,110 m)Iceland officially called the Republic of Iceland, is an island nation located in the North Atlantic Ocean, just south of the Arctic Circle. A large part of Iceland is covered with glaciers and snowfields and most of the countrys inhabitants live in the coastal areas because they are the most fertile regions on the island. They also have a milder climate than other areas. Iceland is highly active volcanically and has recently been in the news due to a volcanic eruption under a glacier in April 2010. The ash from the eruption caused disruptions all over the world. History of Iceland Iceland was first inhabited in the late 9th and 10th centuries. The main peoples to move to the island were the Norse and in 930 C.E., the governing body on Iceland created a constitution and an assembly. The assembly was called the Althingi.Following the creation of its constitution, Iceland was independent until 1262. In that year it signed a treaty which created a union between it and Norway. When Norway and Denmark created a union in the 14th century, Iceland became a part of Denmark.In 1874, Denmark gave Iceland some limited independent ruling powers, and in 1904 after a constitutional revision in 1903, this independence was expanded. In 1918, the Act of Union was signed with Denmark which officially made Iceland an autonomous nation that was united with Denmark under the same king.Germany then occupied Denmark during World War II and in 1940, communications between Iceland and Denmark ended and Iceland attempted to independently control all of its land. In May of 1940 though, B ritish forces entered Iceland and in 1941, the United States entered the island and took over defensive powers. Shortly thereafter a vote took place and Iceland became an independent republic on June 17, 1944.In 1946, Iceland and the U.S. decided to end U.S. responsibility for maintaining Icelands defense but the U.S. kept some military bases on the island. In 1949, Iceland joined the North Atlantic Treaty Organization (NATO) and with the start of the Korean War in 1950, the U.S. again became responsible for defending Iceland militarily. Today, the U.S. is still Icelands main defensive partner but there are no military personnel stationed on the island and according to the U.S. Department of State, Iceland is the only member of NATO with no standing military. Government of Iceland Today Iceland is a constitutional republic with a unicameral parliament called the Althingi. Iceland also has an executive branch with a chief of state and head of government. The judicial branch consists of the Supreme Court called Haestirettur, which has justices who are appointed for life, and eight district courts for each of the countrys eight administrative divisions. Economics and Land Use in Iceland Iceland features a strong social-market economy typical of Scandinavian countries. This means its economy is both capitalistic with free-market principles but it also has a large welfare system for its citizens. Icelands main industries are fish processing, aluminum smelting, ferrosilicon production, geothermal power, and hydropower. Tourism is also a growing industry in the country and the associated service-sector jobs are growing. In addition, despite its high latitude, Iceland has a relatively mild climate due to the Gulf Stream which allows its people to practice agriculture in the fertile coastal regions. The largest agricultural industries in Iceland are potatoes and green vegetables. Mutton, chicken, pork, beef, dairy products, and fishing also contribute considerably to the economy.   Geography and Climate of Iceland Iceland has a varied topography but it is one of the most volcanic regions in the world. Because of this, Iceland has a rugged landscape dotted with hot springs, sulfur beds, geysers, lava fields, canyons, and waterfalls. There are approximately 200 volcanoes in Iceland and most of them are active. Iceland is a volcanic island primarily because of its location on the Mid-Atlantic Ridge which separates the North American and Eurasian Earth plates. This causes the island to be active geologically as the plates are constantly moving away from each other. In addition, Iceland lies on a hotspot (like Hawaii) called the Iceland Plume which formed the island millions of years ago. As a result in addition to earthquakes, Iceland is prone to volcanic eruptions and features the aforementioned geologic features such as hot springs and geysers. The interior portion of Iceland is mostly an elevated plateau with small areas of forest but little land suitable for agriculture. In the north, however, there are extensive grasslands which are used by grazing animals such as sheep and cattle. Most of Icelands agriculture is practiced along the coast.Icelands climate is temperate because of the Gulf Stream. Winters are usually mild and windy and summers are wet and cool. References Central Intelligence Agency. (2010, April 1). CIA - The World Factbook - Iceland. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/ic.htmlHelgason, Gudjonand Jill Lawless. (2010, April 14). Iceland Evacuates Hundreds as Volcano Erupts Again. Associated Press. Retrieved from: https://web.archive.org/web/20100609120832/infoplease.com/ipa/A0107624.html?Infoplease. (n.d.). Iceland: History, Geography Government, and Culture - Infoplease.com. Retrieved from: infoplease.com/ipa/A0107624.htmlUnited States Department of State. (2009, November). Iceland (11/09). Retrieved from: state.gov/r/pa/ei/bgn/3396.htm Wikipedia. (2010, April 15). Geology of Iceland - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Geology_of_Iceland

How Peer pressure can be turned into a positive Essay

How Peer pressure can be turned into a positive - Essay Example Peer pressure also motivates the youth. Despite the negative attributes often associated with peer pressure as being destructive to young people’s overall development, it has instrumentally uplifted youth from the depths of confusion and emotional turmoil to clear paths in life. Peer pressure is erroneously thought to only elicit negative effects amongst young people. However, this fails to consider the numerous positive benefits that can be gained from peer pressure. For example, peer pressure could act as a motivation because it boosts one’s morale in becoming better at certain things. Additionally, under motivation, children coming financially unstable homes find an impetus to work hard in their academic studies to get better jobs and earn handsome salaries. In the same capacity, motivation helps people in understanding different issues from multiple spectrums. Overall, it raises a person’s self-esteem and confidence. It is usually peer pressure through motivation, for example, that leads young people to embrace activities such as exercising to maintain healthy bodies. They also practice healthy habits that does not make susceptible to diseases. Integration of socialization skills is another way how peer pressure can be turned into a positive thing. This is because it enables the socializees to make friends that usually expand their networks in terms of opportunities and chances in life. Alternatively, socialization is a healthy exercise that inspires people to join different co-curricular activities such as drama, sports, and clubs among others to achieve popularity amongst their peers. Therefore, through socialization, citizens cultivate vital cultures of collective behavior and unity as benchmarks for group norms. In other words, peer groups interconnect its members through creating platforms for group conformity and group consensus. Identity formation is equally an integral merit emerging from peer pressure that is often overlooked. This

A Brief Discussion and Analysis into the Definition and Importance of Term Paper

A Brief Discussion and Analysis into the Definition and Importance of such a Concept within the World of Operational Management - Term Paper Example Whereas asset management is necessarily one of the primal duties that any manager must necessarily engage in, asset management cannot and should not be understood as something of a monolithic term. Accordingly, both long and short term assets exist. Oftentimes, within the realm of asset management, the reader or individual is led to the belief that nearly all asset management must necessarily be long-term However, the fact of the matter is that short-term asset management is a process that requires a far higher percentage of the manager’s time than does long-term asset management. Although the planning and implementation stage of long-term management is something that necessitates careful analysis, short-term asset management is a process that must be engaged with each and every day and at almost every juncture of the business process.. In such a way, in order to understand this continual process of short-term asset management, the preceding analysis will review, define, and p roject the ways in which short-term management of assets takes place within a typical firm and the means by which its comes to be of extreme importance. Through such an analysis, it is the hope of this author that the reader will gain a more definitive understanding of what short-term asset management means and the way in which they can have both a positive and detrimental impact upon the level to which a given firm/entity/organization can hope to compete within the current market. Within its most basic definition, a short term asset is an asset that is to be sold and converted into liquid currency within the space of one year’s time. Although there are exceptions to this â€Å"one year† rule, the broad majority of industry and business ascribes to this calendar year definition as a means of delineating short term assets from long term assets. As can be seen by such a broad definition, the level of asset management that must necessarily be engaged with as a means of dr awing a degree of profitability from such a practice is necessarily of dire importance. Moreover, whereas the long term asset management process entails a high degree of planning and forethought, short term asset management must be concentric upon key timing and a perennial awareness of how financial actions and decisions will ultimately affect the bottom line of the firm (Hay & Lourie, 1996). Within this particular understanding, the analyst/reader is able to come to the conclusion that short term asset management encompasses a very large part of the day to day financial decision making structure that defines the way in which a manager or firm integrates with the outside world and the business process/resources at her/her disposal. Whereas all assets facilitate the financial structure and process of a business in one way or another, the reality of the matter is that the day to day liquidation and management of short term assets is one of the most effective means by which liabilitie s and debts can be managed by incremental decisions made to leverage the way in which short term assets are handled and applied. Within such a scope of understanding, short term assets can be defined as cash, inventory, prepaid expenses, accounts receivable, marketable securities, and a variety of other items. As can be seen from the shear scope of the list, the level to which effective management of each of these tools is of vital importance with regards to deciding whether or not a firm or entity will be viable. From an even broader perspective, it can be noted with regards to business management that many times an entity succeeds or fails not based upon its overall level of profitability, as a percentage of overall investment, but as a function of the fact that effective budgeting, tracking of income and outflow is not managed correctly. As such, short term management necessarily lends the reader to understand a certain level of the importance of cash flow as a means of keeping a ny business or entity viable (Mouritsen, 2011). Although the preceding list is helpful in understanding

Play and Spoken Language Development Essay -- Child Development

The Plowden report (1967) published the intrinsic worth of play as the central approach of acquiring knowledge in the early years of children’s lives. The word play cannot be easily defined because it always depends on the contexts and the contexts also vary. There are different forms of play such as fantasy play, free flow play, constructive play, imaginative play, role play, socio-dramatic play, structured play, pretend play and heuristic play. These forms of play are categorised as â€Å"Play as learning†, and â€Å"Play as Practice† (Macintyre 2001:6). Moyles (2005), states that it is quite adverse that the phrase play has numerous meanings, and this makes parents to be wary of it. Meckley (2002) in his framework suggests that all different types of play involves varieties of activities and behaviours which results in diverse developmental and learning outcomes. Research suggest that the means to spoken language development in children’s brain is hearing language consistently because it is as a result of this that they would be able to speak (Brotherson,2005).There are evidences that toddlers who experience d talking with their mothers when they were infants have advanced vocabularies and a firm foundation for future communication. Snow (1997) claims that children who are deprived of language experiences at age four encounter a breach which barely expands over the school years. Claxton (1984) defined play as a method and approach which offer learning culture in which children’s fundamental learning needs can be met. He argued that these needs include the chance to communicate, question, interact with others and be part of a wider social experience in which flexibility, lenience and self –discipline are crucial. Moreover, different typ... ... principles, 2008).The EYFS has been a statutory requirement ever since 2008 for each and every ofsted registered settings. Furthermore, contributions from brain research have presented a lot of backups for the early years as a time for nurturing children’s learning holistically. Children’s communications and early experiences while they play has impact on the way the brain develops, and assist in shaping its formation(Shore,1997).This research, acknowledged the value of play as a â€Å"scaffold for development, a vehicle for increasing neural structures, and a means by which all children practice skills they will need in later life†(Isenberg&Quisenberry,2002:33). Meek (1985),proposed that it is through reading activities that children will start to learn a bit regarding metalinguistics, the language of language, and the concepts of words.

Critique an Article

Introduction In order to benefit and fully understand what exactly a certain article is researching or auguring it needs to be analysed and critiqued to the point of understanding so to demonstrate this, the author of this material is going to analyse and critique the article, Factors influencing the food choices of Irish children and adolescents: a qualitative investigation. To achieve this in a well structured, well laid out piece of literature the author will use a checklist devised to critique a qualitative research study, in which it will be clear to recognise under appropriate headings.To conclude this assignment the author will mention any difficulties or problems that occurred through out the assignment. Title The title is very short but clearly states what the article is about. Parahoo (2006) mentions that the title should indicate the exact area of study and mention the population from who the information was collected. The title also is very informative with regards to the research method used as it's clearly stated. Author As indicated on the article, the authors have well recognisable qualifications.Amanda Fitzgerald is from School of Psychology, national University of Ireland, Galway, and is also corresponding author. Caroline Heary is also form School of Psychology, National University of Ireland, Galway. Elizabeth Nixon is from School of Psychology, Trinity College Dublin, Ireland and Collete Kelly is from the School Of Health Sciences, National University of Ireland, Galway, Ireland. Abstract There is an abstract as such but titled summary which acts as the same purpose, as Parahoo (2006) states that an abstract is a short summary of a study.The research problem being that there is relatively little research done to explore the factors that influence the food choices of children and adolescents form their point of view is mentioned in this summary. The methodology of this study uses focus group discussions of 29 young people, in different age g roups, ages ranging from 9-10, 13-14 and 16-18 years. From these discussions an inductive thematic analysis identified three key factors influencing food choices.Parahoo (2006) suggests that the abstract should mention the main findings which are referred to in this summary as, that their were developmental differences between children’s and adolescents perceptions of factors influencing food choice. Statement of the Phenomenon of Interest The phenomenon of interest is stated in the introduction as the author clearly mentions that this study was to understand the processes used to make food choices from the participants perspective.The researcher has mentioned that few studies have set out to qualitatively examine young people's own views so this is an indication that the researcher wants to explore the participants own experiences through a qualitative method i. e. Focus groups. The philosophical underpinnings are clearly that the author has identified that few qualitatively studies have been carried out to examine the factors influencing the food choices of Irish children and adolescents from their own perspective. Also the researcher wants to access how they interact with others in the environment about food choices.Purpose The purpose of this study was evident from the title and clearly explained in-depth through out the article. The purpose of this study was to explore differences between children’s and adolescents’ views regarding influences on their food choices. The researcher doesn't go too much into detail about how this research helps nurses but does mention that this study has useful implications for clinicians. Overall the use of the information obtained in this research would be of use to nursing in nutrional education for similar each groups in hospital.Method The researcher obtained the information from the participants using semi-structured interviews to guide focus group discussions. The use of focus groups is very suitab le in this qualitative study. Parahoo (2006) mentions that choosing focus groups as apposed to individual interviews helps to get more in-depth information from the participants' experience about a certain topic, it aids the researcher to get a wider view from all different experiences and leads participants to freely discuss and share their ideas.The use of focus groups enabled all the participants to share their own experiences and opinions about the phenomenon. Sampling The researcher mentions the participants selected and states the ratio of males and females and gives the age groups. The location or venue isn't mentioned at all. Purposive sampling is indeed used and as Parahoo (2006) points out that researchers use this type of sampling as they select the most appropriate candidates to be able to answer the questions being asked.The questions being asked were aimed at children and adolescents so the aged group selected was between 9-18 years, so they were suitable. Data Collect ion The data collected is focused on human experiences as the researcher mentions the use of focus groups which were semi-structured to guide the participants to share their own ideas. The focus group discussions were tape recorded, transcribed and double- checked for accuracy. Ethical approval was obtained from the research ethics committee and parents had to provide written consent as well as consent from the participants themselves.The researcher didn’t mention if data saturation had occurred but did mention that following the inductive analysis procedure, categories emerged following repeated readings of the transcripts which identified key concepts. The researcher explains how the data was obtained using an inductive analysis procedure that were transcribed resulting in emerging categories. Data Analysis The focus group discussions were analysed separately and the researcher explains that an inductive thematic analysis was used and explains what this method does.The rese archer has remained true to data by using semi-structured interviews which are used in qualitative research and also by using direct quotes which in-riches the data. The researcher does not give direct headings and emphasis to the creditability, audibility and fittingness in the article but they are evident from reading the article. Credibility According to Parahoo (2006), credibility is when a study carried out shows the participants ideas from their perpespectives about the research.The participants do recognise the experience as their own as they explain their answers using scenarios. Audibility Audibility refers to the data produced in a certain study that enables readers to understand the original methods and conclusions used in previous research ( Parahoo, 2006). The reader can follow the way the researcher has carried out the research as the researcher sticks to the qualitative method used to collect information from the participants, through semi-structured interviews.The re searcher does mention that the research process used is that of a qualitative process. Fittingness The findings can be applied to people outside the study as the researcher mentions that this study gives a detailed account of young people's food choices from their view points so this information can be used to help other people in understanding. The results can benefit parents along with health care workers, working with that age group, towards building nutrition among children and adolescents.The researcher clearly states that the data in this research piece does support the compatible use of an integrated theoretical framework as its based on the Social Cognitive Theory (SCT) and ecological theory so young people's food choices can be explained, as the researcher wanted to understand how the participants engaged with others in their environment about food choices. Findings The reader can gather that the findings are broken down into three different categories, intra-individual fac tors, intra-familial factors and extra-familial factors. The researchers use of semi-structured interviews long with direct quotes containing scenarios made the data more rich. In the introduction great amount of detail is given to mention about other research and interventions. The researcher highlights that the results from this study helps in previous research. Also mentioned was that other research had found similar ideas among young people. Conclusions, Implications and Recommendations It provides a clear conclusion from the in-depth data received from young people about their perceptions of factors influencing their food choices and gives us an understanding of differences between the age groups preferences.The researcher does state that the findings are useful in passing on information to nutrition education providers with regards to the factors that do effect children and adolescents food choices. As mentioned previously, its not out rightly stated in this study that the fin dings are made explicit to nurses but one could argue that the findings can be used by a registered nurse in providing nutritional care to this age group. Conclusion This article was very informative and the researcher did make clear from the very beginning, the research method used.This research study was made more rich and descriptive through the use of direct quotes to describe scenarios. This research study had many strengths as well as limitations. The format in which the summary was presented wasn't very appropriate as its font size and style made it hard to read. Also the researcher failed to mention the exact location and venue where the focus groups took place, along with that, the ratio of girls to boys wasn’t equal, 13 boys to 16 girls.No opt out option was mentioned to the participants. The researcher did use explanations very well as certain terms were defined but too much detail was given in the introduction and discussion. Also too much referencing was used in one paragraph in the introduction. Overall this assignment made me aware of the procedure and method involved in critiquing an article and helped me understand the research process in general.

Gender Identity. Post War Recovery Moved Families From

Gender Identity Post war recovery moved families from destroyed London to new builds in the surrounding counties. A display of female solidarity through shared identity could be seen as a way to reinforce a shrinking community, by dressing alike and sharing time together. In Wolff’s descriptions of both Flaneuse and Flaneur, the world beyond the home is considered to be a male space (1985). This is a middle class understanding of the social world, which restricts women to the home and actively ignores the spaces of the social and cultural world that working class women occupy. A personal account from Teddy Girl Rosie Shine shows women inhabiting music and drinking venues, There was a jukebox and dancing, just tea and cakes, because we†¦show more content†¦A cultural identity can prove unsettling to those from a different social positioning, who are unable to decipher such visual language. An anonymous column in the Brighton and Hove Evening Argus, complains that a young lady got a bu s dressed as â€Å"the complete Edwardian girl†, upsetting the author by wearing clothes that did not adhere to the writer’s taste: â€Å"She had gone to a great deal of trouble, and she looked an awful mess. Imagine a girl who looked like a man who looked like a girl. Now just into what category would you put her?† (Evening Argus 1954). The writer seems annoyed that this person is undefinable by the writer’s terms, almost offended that a woman would have short hair and trousers and yet still look feminine enough to be called â€Å"a girl†. This could be misplaced homophobia, but more likely a class bias, the heterosexual assumption of lesbian identity performed through so-called ‘male’ clothing may not be relevant for majority of Teddy Girls, no more so than any other social group. Most historical photographs show male and female participants interacting intimately (see figures 7, 8 and 9), which is more likely indicates heterosexual women, but no easier to prove than disprove. Figure 9 ‘Teddy Boy and Teddy Girl at Petticoat Lane’ Roger Mayne 1956. For these Teddy Girls, sexuality does not correspond to, nor is communicated by, gender informed clothing choices. 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