Social Construction of Gender

Introduction Gender as a topic has become very popular over the recent past. The global society has witnessed many changes in social construction of gender. According to World Health Organization, gender is a socially constructed trait, conduct, position, and action that a given society considers suitable for men and women. Lockheed (45) defines gender as a given range of characteristics that distinguishes a male from a female.Advertising We will write a custom essay sample on Social Construction of Gender specifically for you for only $16.05 $11/page Learn More Gender refers to those attributes that would make an individual be identified as either male or female. As can be seen from the above definitions, gender is more of a social than a physical attribute. We look at gender from a societal point of view. Lepowsky (90) defines social construction as an institutionalized characteristic that is largely acceptable in a given society because of the social system. Social construction, in a narrower term, refers to the general behavioral patterns of a certain society shaped by beliefs and values. A socially constructed characteristic therefore varies from one organization to another. Different societies have different beliefs and cultural practices that help define them. Therefore, a social construction of one society would be different from another society. To social constructionists, social construct is a notion or an idea that is considered obvious and natural to a certain group of individuals in a given society, which may be true or not. This means that it holds just to the specific society. In this regard therefore, gender and associated beliefs would vary from one community to another depending on perceptions. On the other hand, essentialists hold there is a set of characteristics that are universal in a certain entity. This means that a given entity can receive a single definition, regardless of the societal set up. In this rega rd, gender is a universal entity, irrespective of the society and the cultural beliefs associated with it. This perspective dilutes the notion that gender is a social construction. This is because it gives it a universal definition, where there is a remarkable difference in the social construct of different societies in the world. This is due to differences in religion, cultural beliefs and civilization. To validate this discussion, the essay is based on social constructionist thinking as opposed to essentialism. Social Construction of Gender Gender is socially constructed. As Lepowsky (31) notes, there is a remarkable difference in the way different societies view the two genders that is, male and female. This scholar says that issues related to gender purely take the approach of social constructionists. He says that societies in the world have varied characteristics, depending on cultures.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More He notes that the way one society would view the relationship between the two genders would vary from another, which also depend on a number of factors. Lerro (74) is opposed to this notion. He says that gender is best viewed from essentialists’ perspective. He holds that universally, women have always been regarded as the weaker sex, irrespective of the society. In many regions in the world, women have been treated with low esteem. This is because of the fact that they are physically weak as compared to men. To various societies across the world, women are expected to be below men socially. Although the current wave of change has seen women take active roles in income generating activities, many societies still consider them as home keepers who should always be willing to receive and obey instructions from men. This scholar’s argument is valid. However, his explanation, though leaning towards essentialism, still points out that gender is a social construct. Although many societies have almost a similar perception regarding gender, the fact is that they have construed the meaning of gender. The perception is a mere creation of the society members. According to Lepowsky (53), gender cannot take an essentialist approach. The current world has varied perceptions towards women. The society in Saudi Arabia defines gender in a very different way as compared to the United Kingdom society. Saudi Arabia is an Islamic society that follows strict teachings of the holy Quran. In this society, there is a big social gap between men and women. The society defines a woman as a subordinate who should always serve men. When it comes to addressing issues of importance, a woman must consult a man because by virtue of being a woman, the society assumes that one cannot make a decision personally. This is a very sharp contrast to how this gender is viewed in a liberal country such as the United Kingdom. This society has comp letely narrowed the gap between the two genders that what remain are the physiological differences between the two genders. The country has embraced equality between the two sexes, a fact that saw it elect a female Premier Margret Thatcher. The social environment in Saudi Arabia is very different from that in the United Kingdom. Because of this, the two societies have different views on what the two genders are and how they should relate. While one society is of the view that gender is just but the biological differences that makes one male or female, the other society sees more. It sees difference in roles, freedom, and positions in the society.Advertising We will write a custom essay sample on Social Construction of Gender specifically for you for only $16.05 $11/page Learn More Relationship between the Two Genders The society is waking to a new down where women and men are considered equal. The only differences existing are biological. Man has been t he dominant sex over years. Terms such as mankind, chairman and fireman were used to refer to both men and women. However, these are currently considered sexist titles, which should be avoided at all costs. Although the global society is still largely patriarchal, there is an observable effort to create equality between the two sexes. However, men are not willing to relinquish their prestigious positions in the society. In social centers such as schools and colleges, men would try to prove that they are in control. Plante (6) notes that jokes are always essential in our society. Although they are always taken from the face value as a form of entertainment, it has a purpose beyond entertainment. This scholar gives an analysis of sexist jokes used by men towards female students in learning institutions. What comes clear is that men still rely much on their physical superiority, as their way of showing dominance. They use force in order to make female students listen to their jokes, wh ich is highly sexist. When it comes to sex, men completely change. Chappell (19) gives a confession of a certain girl and her sexual encounter. Through this, it can be observed that when a man has the desire for sex, he is willing to bend very low to a woman. However, things change immediately after the process. He becomes rude and he would easily pick mistakes from the same woman. Sex, Gender and Gender Conformity Gender identity is the biological characteristic that would define an individual’s gender. In this regard, it would be appropriate to just categorize humanity based on sex. This would mean that the two categories would be men and women. However, because of these biological differences between the two sexes, there is another way of classifying the two sexes that is, gender. Gender is more of a social than a biological difference between the two sexes. As Plante (110) notes, in this approach, the two genders are analyzed based on the abilities and inabilities. Becaus e men are considered stronger physically, they are given a higher rank in the society because it is assumed that their capabilities are superior to those of women. Sex in itself is a gendered word. In many societies, sex is used to emphasize the difference between the two genders. Because societal pressure, the ‘weaker’ sex (woman) is forced to conform to the position they are given. They conform, not because they like the assigned position, but because they are not allowed to oppose the decision. They may not necessarily accept the position given to them by the society. However, because the society is intolerant and very rigid, they are left with very limited option other than conforming to the norm.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In some instances, women are exposed to physical abuse from their male counterparts who are keen on asserting their authority in the societal set up. Plante (136) says that this high handedness has seen many women suffer in silence, simply because they are women. Gender identity disorder is a syndrome that is always traumatizing. An individual who cannot clearly be categorized as a man or a woman may find either himself or herself at the center of social stigmatization. Such an individual lacks a gender to identify with in a society that is so keen on identifying individuals based on gender. Conclusion It can be seen from the above discussion that gender can be defined differently, depending on the community in question. Depending on the societal structure of a given community, gender will assume a meaning depending on how men and women relate. Unlike sex that is defined based on biological differences, gender is defined based on the behavioral patterns of the two genders and the so ciety’s perception of the concerned individual. Every society has its own way of viewing men and women and the relationship between the two. In some societies, women are treated with very low esteem. In such societies, gender is held with high esteem, as a way of showing the boundary that exists between men and women. In other societies, civilization has made a woman be accepted as equal to a man hence the term gender has lost its previous meaning. Issues of gender have raised many questions in the current society. In the current world, women have acquired a new status. They no longer depend on men for everything. As a number of authors note, gender has to be given a new definition other than what it was before. Based on how gender is defined, the current society needs a to re-define it. Works Cited Chappell, Marissa. The war on welfare: family, poverty, and politics in modern America. Pennsylvania: University of Pennsylvania Press, 2010. Print. Lepowsky, Maria. Fruit of the Motherland: Gender in an Egalitarian Society. New York: Columbia University Press, 1993. Print. Lerro, Bruce. Power in Eden: The Emergence of Gender Hierarchies in the Ancient World. Manchester:Trafford Publishing, 2005. Print. Lockheed, Marlaine. Gender and social exclusion. Paris: Education Policy series publishers, 2010. Print Plante, Rebecca. Doing gender diversity: readings in theory and real-world experience. New York: West view Press, 2010. Print. This essay on Social Construction of Gender was written and submitted by user Selah Vang to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

USS Lexington World War Aircraft Carrier CV-2

USS Lexington World War Aircraft Carrier CV-2 USS Lexington (CV-2) Overview Nation: United StatesType: Aircraft CarrierShipyard: Fore River Ship and Engine Building Company, Quincy, MALaid Down: January 8, 1921Launched: October 3, 1925Commissioned: December 14, 1927Fate: Lost to enemy action, May 8, 1942 Specifications Displacement: 37,000 tonsLength: 888 ft.Beam: 107 ft., 6 in.Draft: 32 ft.Propulsion: 4 sets of turbo-electric drive, 16 water-tube boilers, 4 Ãâ€" screwsSpeed: 33.25 knotsRange: 12,000 nautical miles at 14 knotsComplement: 2,791 men Armament (as built) 4 Ãâ€" twin 8-in. guns, 12 Ãâ€" single 5-in. guns Aircraft (as built) 78 aircraft Design Construction Authorized in 1916, the US Navy intended USS Lexington to be the lead ship of a new class of battlecruisers. Following the United States entry into World War I, development of the ship halted as the US Navys need for more destroyers and convoy escort vessels precluded that for a new capital ship. With the conflicts conclusion, Lexington was finally laid down at the Fore River Ship and Engine Building Company in Quincy, MA on January 8, 1921. As workers constructed the ships hull, leaders from around the world met at the Washington Naval Conference. This disarmament meeting called for tonnage limitations to be placed on the navies of the United States, Great Britain, Japan, France, and Italy. As the meeting progressed, work on Lexington was suspended in February 1922 with the ship 24.2% complete. With the signing of the Washington Naval Treaty, the US Navy elected to re-classify Lexington and completed the ship as an aircraft carrier. This aided the service in meeting the new tonnage restrictions set in place by the treaty. As the bulk of the hull was complete, the US Navy elected to retain the battlecruiser armor and torpedo protection as it would have been too expensive to remove. Workers then installed an 866-foot flight deck on the hull along with an island and large funnel. Since the concept of the aircraft carrier was still new, the Bureau of Construction and Repair insisted that the ship mount an armament of eight 8 guns to support its 78 aircraft. These were mounted in four twin turrets fore and aft of the island. Though a single aircraft catapult was installed in the bow, it was seldom used during the ships career. Launched on October 3, 1925, Lexington was completed two years later and entered commission on December 14, 1927 with Captain Albert Marshall in command. This was a month after its sister ship, USS Saratoga (CV-3) joined the fleet. Together, the ships were first large carriers to serve in the US Navy and the second and third carriers after USS Langley. After conducting fitting out and shakedown cruises in the Atlantic, Lexington transferred to the US Pacific Fleet in April 1928. The following year, the carrier took part in Fleet Problem IX as part of the Scouting Force and failed to defend the Panama Canal from Saratoga. Interwar Years Late in 1929, Lexington fulfilled an unusual role for a month when its generators provided power to the city of Tacoma, WA after a drought disabled the citys hydro-electric plant. Returning to more normal operations, Lexington spent the next two years taking part in various fleet problems and maneuvers. During this time, it was commanded by Captain Ernest J. King, the future Chief of Naval Operations during World War II. In February 1932, Lexington and Saratoga operated in tandem and mounted a surprise attack on Pearl Harbor during Grand Joint Exercise No. 4. In a harbinger of things to come, the attack was ruled a success. This feat was repeated by the ships during exercises the following January. Continuing to take part in various training problems over the next several years, Lexington played a key role in developing carrier tactics and developing new methods of underway replenishment. In July 1937, the carrier aided in the search for Amelia Earhart after her disappearance in the South Pacific. World War II Approaches In 1938, Lexington and Saratoga mounted another successful raid on Pearl Harbor during that years Fleet Problem. With tensions rising with Japan two years later, Lexington and the US Pacific Fleet were ordered to remain in Hawaiian waters after exercises in 1940. Pearl Harbor was made the fleets permanent base the following February. Late in 1941, Admiral Husband Kimmel, the Commander-in-Chief of the US Pacific Fleet, directed Lexington to ferry US Marine Corps aircraft to reinforce the base on Midway Island. Departing on December 5, the carriers Task Force 12 was 500 miles southeast of its destination two days later when the Japanese attacked Pearl Harbor. Abandoning its original mission, Lexington began an immediate search for the enemy fleet while moving to rendezvous with warships steaming out from Hawaii. Remaining at sea for several days, Lexington was unable to locate the Japanese and returned to Pearl Harbor on December 13. Raiding in the Pacific Quickly ordered back to sea as part of Task Force 11, Lexington moved to attack Jaluit in the Marshall Islands in an effort to divert Japanese attention from the relief of Wake Island. This mission was soon canceled and the carrier returned to Hawaii. After conducting patrols in the vicinity of Johnston Atoll and Christmas Island in January, the new leader the US Pacific Fleet, Admiral Chester W. Nimitz, directed Lexington to join with the ANZAC Squadron in the Coral Sea to protect the sea lanes between Australia and the United States. In this role, Vice Admiral Wilson Brown sought to mount a surprise attack on the Japanese base at Rabaul. This was aborted after his ships were discovered by enemy aircraft. Attacked by a force of Mitsubishi G4M Betty bombers on February 20, Lexington survived the raid unscathed. Still desiring to strike at Rabaul, Wilson requested reinforcements from Nimitz. In response, Rear Admiral Frank Jack Fletchers Task Force 17, containing the carrier USS Yorkt own, arrived in early March. As the combined forces moved towards Rabaul, Brown learned on March 8 that the Japanese fleet was off Lae and Salamaua, New Guinea after supporting the landing of troops in that region. Altering the plan, he instead launched a large raid from Gulf of Papua against the enemy ships. Flying over the Owen Stanley Mountains, F4F Wildcats, SBD Dauntlesses, and TBD Devastators from Lexington and Yorktown attacked on March 10. In the raid, they sank three enemy transports and damaged several other vessels. In the wake of the attack, Lexington received orders to return to Pearl Harbor. Arriving on March 26, the carrier began an overhaul which saw the removal of its 8 guns and addition of new anti-aircraft batteries. With the completion of the work, Rear Admiral Aubrey Fitch assumed command of TF 11 and began training exercises near Palmyra Atoll and Christmas Island. Loss at Coral Sea On April 18, the training maneuvers were ended and Fitch received orders to rendezvous with Fletchers TF 17 north of New Caledonia. Alerted to the Japanese naval advance against Port Moresby, New Guinea, the combined Allied forces moved into the Coral Sea in early May. On May 7, after searching for each other for a few days, the two sides began to locate opposing vessels. While Japanese aircraft attacked the destroyer USS Sims and oiler USS Neosho, aircraft from Lexington and Yorktown sank the light carrier Shoho. After the strike on the Japanese carrier, Lexingtons Lieutenant Commander Robert E. Dixon famously radioed, Scratch one flat top! Fighting resumed the next day as American aircraft attacked the Japanese carriers Shokaku and Zuikaku. While the former was badly damaged, the latter was able to take cover in a squall. While the American aircraft were attacking, their Japanese counterparts commenced strikes on Lexington and Yorktown. Around 11:20 AM, Lexington sustained two torpedo hits which caused several boilers to be shut down and reduced the ships speed. Listing slightly to port, the carrier then was struck by two bombs. While one hit the port forward 5 ready ammunition locker and started several fires, the other detonated on the ships funnel and caused little structural damage. Working to save the ship, damage control parties began shifting fuel to correct the list and Lexington began recovering aircraft that were low on fuel. In addition, a new combat air patrol was launched. As the situation aboard began to stabilize, a massive explosion occurred at 12:47 PM when gasoline vapors from the ruptured port aviation fuel tanks ignited. Though the explosion destroyed the ships main damage control station, air operations continued and all of the surviving aircraft from the mornings strike were recovered by 2:14 PM. At 2:42 PM another major explosion tore through the forward part of the ship igniting fires on the hanger deck and leading to a power failure. Though assisted by three destroyers, Lexingtons damage control teams were overwhelmed when a third explosion occurred at 3:25 PM which cut off water pressure to the hanger deck. With the carrier dead in the water, Captain Frederick Sherman ordered the wounded to be evacuated and at 5:07 PM directed the crew to abandon ship. Remaining aboard until the last of the crew had been rescued, Sherman departed at 6:30 PM. All told, 2,770 men were taken from the burning Lexington. With the carrier burning and wracked by further explosions, the destroyer USS Phelps was ordered to sink Lexington. Firing two torpedoes, the destroyer succeeded as the carrier rolled to port and sank. Following Lexingtons loss, workers at the Fore River Yard asked Secretary of the Navy Frank Knox to rename the Essex-class carrier then under construction at Quincy in honor of the lost carrier. He agreed, the new carrier became USS Lexington (CV-16). Selected Sources DANFS: USS Lexington (CV-2)Military Factory: USS Lexington (CV-2)US Carriers: USS Lexington (CV-2)

UK Commercial law Essay Example | Topics and Well Written Essays - 2500 words

UK Commercial law - Essay Example This essay will primarily cover the niceties of agency law governing the relationship between Iffy and Victor. It will also touch upon the sales law, both international and domestic, relating to the relationship between Iffy and the Chinese automotive seller and also with the UK car dealers. Because of the handicap of Iffy, having neither experience of dealing with the Chinese automotive industry nor any contacts therein, it will be necessary for them to hire the services of Victor by appointing him as their agent to deal with the Chinese in their stead for the delivery of a certain number of utility vehicles, spare parts and accessories. Indeed, this is so because a limited company can only act through its human agents,1 whether through its own directors, employees or through independent agents. I would prepare for Iffy the agency2 agreement, through which Victor will deal with the Chinese automotive executives, empowering him to negotiate and constitute a contract or contracts between Iffy and chosen Chinese auto manufacturing or dealer company or companies, as agent3 in the name of Iffy, together with the necessary instructions and document forms needed for the transactions. In the present case, I will be preparing the necessary documents to be signed by the proper company officers with the agent's conformity. The provisions of the agency agreement shall task Victor with negotiating and executing the necessary contracts for the importation of the chosen automobiles and effecting the proper secure means of delivery of the same vehicles to UK for distribution to sellers. In the present case, the agency agreement would oblige Victor to expressly name his principal, considering that there are no facts in the case that would tend to obstruct the consummation of the contract or contracts should the Chinese know of Iffy's identity. The agreement would also contain provisions on the required methods of shipping the vehicles and the means of payment. It is very crucial considering that the business transaction will be made outside of UK that the terms and conditions of the agency be expressly laid out in black and white. It is necessary for Iffy as principal to lay down the terms and conditions of the employment or to employ the agent in a specific position in the company in order for the tasks to be deducible from the very position itself. I would advise Iffy that the agency agreement between them and Victor binds both of them to the following consequences, in terms of rights and duties expressly imposed by law, jurisprudence and regulations: Iffy must remember that Victor has the following rights against them, which rights Victor can enforce in the proper judicial forum. 1. Right to remuneration4 - Victor will be entitled to the consideration based on the contract or in quantum meruit according to the extent of his performance of its terms. Furthermore, Victor as agent will be entitled to retainer or commission or royalty from Iffy for every vehicle imported even after the termination of the agency pursuant to common law rules and the Reg. 8, 1993 Commercial Agents (Council Directive).5 2. Right to indemnity - He will also be entitled to indemnity or restitution and refund

Intrapreneurial marketing plan Assignment Example | Topics and Well Written Essays - 1000 words

Intrapreneurial marketing plan - Assignment Example 140). The old method of identifying the demand and then, gathering organizational resources to fulfill is not at all applicable in the modern era of the 21st century. The information technology and internet has transformed the globe into a global village and therefore, the competition in every industry is cutthroat. The number of competitors in every field is mounting significantly (Keller pp.150). The level of competition killed those companies that attempted to identify the demand in the marketplace. In the contemporary organizational arena, the companies have to work towards fulfillment of customers’ psychological needs. The approach of celebrity endorsement has been conceptualized and developed in the light of Maslow’s theory as people like to attain attachment with famous people (McCracken pp. 315). Thusly, it can be established that psychological value is the most effective way of winning customer loyalty in the current times. But, the companies that can create so me new way to fulfilling the customer’s existing needs can do well as well because the people of modern world love creativity as the living standards are improving in all parts of the world simultaneously. The customers are finding innovative companies that have the capacity to meet their real needs in a different and unique manner. Additionally, it is also important to note that the modern clientele is reverting towards quality and the concept of psychological value is deforming with the passage of time. However, the world of consumerism is ending and the people are getting more and more interested in maximizing their utility with efficiency. But, one industry remained quite profitable in all periods and it is called the entertainment commerce (Moscardo and Pearce pp. 473). The work environment is getting increasingly challenging and therefore people attempt to spend their downtime in relaxing and enjoying. The notion of theme park is developed in order to give customers an opportunity to interact with their favorite cartoon characters. The entertainment industry is known to remain blooming in every possible economic conditions because people will always keep ending up tired and exhausted at the weekends and then, they will require some place to get rid of their tiredness. Therefore, it will be very fruitful to open a theme park based on famous film characters. The suggested model of theme park will supposedly be based on Star Trek The Next Generation that is a famous sci-fi Television series of 1980s. All of the American population is believed to be a fan of scientific movies and therefore, the idea will be purchased like hot cakes in the local marketplace. The industry of theme park is relatively slow in terms of absorbing new technologies whereas, it offers the greatest level of return on assets. In addition, the humans have a tendency to pay generously against the services that have the power and ability to alleviate work stress. Furthermore, the c ompany may have the luxury to outsource the operational level management and thusly, it will be able to make pure profit in the form of rent and royalty. The fear and threat of technological obsolesce is minimal in the featured industry. Moreover, the attractive level of financial returns will assist the company in bringing advance level technology change more rapidly and swiftly. The notion of psychological value will also be satisfied with the help of giving people a chance to interact with

Child Abuse in Ireland: Policies and Legislation

Child Abuse in Ireland: Policies and Legislation In recent years, child abuse has been acknowledged as a growing problem in Ireland (DoHC, 1999). Since the publication of the Child Abuse Guidelines in 1987 (DoHC, 1987), a number of reforms have been introduced which aim to promote the protection and welfare of children. Healthcare professionals play an important role in child protection and care (Crisp and Lister, 2004). Community-based nurses, such as public health nurses, are frequently among the first to detect signs of child abuse and it is therefore important for them to have a full understanding both of their professional responsibilities in relation to this key role, and of relevant legislation, strategies and guidelines. In recent years, the Child Care Act 1991, Children Act 2001, Children First guidelines and the National Children’s Strategy have served to place children at the forefront of health and social care in Ireland. Legislation There is a wide variety of legislation relating to children. The United Nations Convention on the Rights of the Child (UN, 1989) was the first legally binding document to address all aspects of human rights (i.e. civil, cultural, economic, political and social) in relation to children, and recognise that individuals under the age of 18 years require additional care and protection. The Convention states that the basic human rights of all children are: the right to survival; to develop to the fullest; and to participate fully in family, cultural and social life and is underpinned by 4 principles: non-discrimination; devotion to the best interests of the child; the right to life; and respect for the views of the child. In Ireland, the main legislation relating to child care is the Child Care Act 1991, which contains provisions relating to the care, protection and welfare of children in Ireland (Government of Ireland, 1991). This Act contains 7 parts which covers the promotion of child welfare, including taking children into care, homeless children and adoption services; rules on the protection of children in emergencies and care orders; jurisdiction and procedures to ensure the welfare of the child is paramount in court proceedings; rules relating to children in care; and rules on the supervision of pre-school services and children’s residential centres. Under this Act, the Health Service Executive (HSE) has a duty to ensure the welfare of those children who are not receiving adequate care and protection through identification of children at risk, and the provision of child care and family support services. Other key legislative provisions include the Domestic Violence Act 1996; Protection for Persons Reporting Child Abuse Act 1998; The Data Protection Act 1988; the Education Act 1998; the Non-Fatal Offences Against the Person Act 1997; and the Freedom of Information Act 1997. Strategies and guidelines The Children First: National Guidelines for the Protection and Welfare of Children guidelines (DoHC, 1999a) aim to offer assistance in identifying, reporting and responding to child abuse. Importantly, these guidelines promote an understanding of the relevant contribution of the different professions in cases of child abuse; in particular, the role of public health nurses in carrying out enquiries in cases where there are child protection concerns and where they already have a close relationship with the family involved. These guidelines highlight the need for family-centred child care and protection and the formation of effective partnerships for consistent service provision, as well as serving as a framework for multidisciplinary and inter-agency working practices. Throughout, the welfare of the child is emphasised as of paramount importance. Wider areas addressed within these guidelines include underage pregnancy, peer abuse, bullying, vulnerable children, abuse outside of the hom e, allegations of abuse against employees and volunteers, and organised abuse. The Best Health for Children: Developing a Partnership with Families strategy (DoHC, 1999b) is based on a model that focuses on a holistic approach to child health promotion encompassing emotional and psychological aspects of health in addition to physical health. This strategy also acknowledges the importance of the family in this process, particularly the value of parental observations and concerns about their children. This report outlines a core programme for child health surveillance which documents the role of the public health nurse in making home visits soon after birth and throughout the child’s early development. A follow-up report published in 2005 (DoHC, 2005) has reviewed the original programme and made recommendations for greater observation of child behaviour and development and increased awareness of the determinants of child health, together with the formation of partnerships between parents and healthcare professionals to improve child health outcomes. Role of the public health nurse Public health nurses often carry out home-based parental assessment and ongoing surveillance, particularly working with high-risk families; however, in these situations, it can be difficult to build a trusting, supportive relationship if parents feel threatened, powerless, or concerned about possible action being taken against them. Marcellus proposed a framework of rational ethics to develop trusting relationships with high-risk families, based on four themes: mutual respect, engaged interaction, embodiment and creating environment (Marcellus, 2005). Current legislation, guidelines and strategies emphasise the need for improved child protection and care to ensure the welfare of all children. The public health nurse can play a key role in surveillance of high-risk families and may be among the first to detect child abuse. Competence in procedures for identification, reporting and responding to child abuse are therefore essential. The public health nurse works as part of a multidisciplinary team and should promote effective inter-agency partnerships for optimum service provision for children and their families. References Crisp, B. R. Lister, P. G. 2004, ‘Child protection and public health: nurses’ responsibilities’, Journal of Advanced Nursing, vol. 47, no. 6, pp. 656-63. Government of Ireland 1991, Child Care Act 1991. Retrieved 11th December 2008 from:  http://www.irishstatutebook.ie/1991/en/act/pub/0017/index.html Government of Ireland 2001, Children Act 2001. Retrieved 11th December 2008 from:  http://www.irishstatutebook.ie/2002/en/si/0151.html DoHC 1999a, Children First: National Guidelines for the Protection and Welfare of Children. Retrieved 11th December from:  http://www.dohc.ie/publications/children_first.html DoHC 1999b, Best Health for Children: Developing a Partnership with Families. Retrieved 11th December from:  http://www.hse.ie/eng/Publications/Children_and_Young_People/Best_Health_for_Children_Developing_a_Partnership_with_Families.pdf DoHC 2005, Best Health for Children Revisited. Retrieved 11th December from:  http://www.google.co.uk/search?hl=enq=Best+Health+for+Children+RevisitedbtnG=Searchmeta= Marcellus, L. 2005, ‘The ethics of relation: public health nurses and child protection clients’, Journal of Advanced Nursing, vol. 51, no. 4, pp. 414-20. United Nations 1989, UN Convention on the Rights of the Child: the articles. Retrieved 11th December 2008 from:http://www.unhchr.ch/html/menu3/b/k2crc.htm Maths Teaching Guide: Geometrical Constructions Maths Teaching Guide: Geometrical Constructions 12 Geometrical Constructions You know using various instruments of the geometry box-ruler, compass, protractor, divider, set square etc. construction of lines and angles. construction of perpendicular and perpendicular bisector to a line construction of angle bisectors. Construction of special angles like 15 °,30 °,45 °,60 °,75 °,90 °,105 °,120 °,135 °,150 °,175 ° You will learn construction of parallel lines using different techniques- paper folding, set square and using compass. to identify whether a triangle can be constructed with the given measurements. construction of triangles with given measurement of sides and angles. We know parallel lines are lines that never meet. Now let us learn to construct parallel lines. Construction of parallel lines using ruler and set squares To construct a parallel line to a given line from a given point Steps for construction: 1.Draw a line l and take a point O outside the line.O 2.Place any side of the set square forming the rightl angle along the line l. 3.Place the ruler along the other side of the set square forming a right angle as shown. This ruler is to be kept fixed.O l 4.Slide the set square along the ruler upwards such that point O lies along the arm of the set square. O l 5.Remove the ruler and draw a line along the setOm square. Name this line as ml m is the required line parallel to l ∠´ l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬m Om l Construction of parallel lines using ruler and compass Steps for construction: 1. Draw a line l and take a point A outside the line. A l 2. Take any point B on the line. Join A to B. A l B 3. With B as the centre and any convenient radius, draw an arc intersecting line l at P and AB at Q. A Q l BP 4. With A as the centre and the same radius draw an arc to intersect AB at R. A Q l BP 5. With the compass measure the distance between points P and Q. 6. With R as the centre and radius equal to PQ, draw an arc intersecting the previous arc at S SA Q l BP 7. Draw a line through A and S. m is the required line parallel to l passing through the point A. l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬m SAm Q l BP Remember only one line can be drawn through A which is parallel to l. Lab Activity We have already studied parallel lines and their properties. We know that when 2 parallel lines are intersected by a transversal, the alternate angles so formed are equal. The above construction has been done using the same property. When 2 parallel lines are intersected by a transversal, then the corresponding angles so formed are also equal. Using this property, construct a pair of parallel lines. To construct a parallel line to a given line at a given distance To draw a parallel line at a fixed distance from a given line follow the steps given below Draw line l. Construct a perpendicular on the given line. Take a point at the given distance on the perpendicular. Construct a parallel line at that point as in the previous construction. Example 1Draw a line l. Draw another line m parallel to l at a distance of 4 cm from it. Solution To construct a line parallel to a given line at a fixed distance from it we will follow the following steps Take a point C on the line l. Draw a perpendicular at the point C. On the perpendicular mark a point at a distance of 4 cm from C (say G). At G draw a GH perpendicular to CG. Since GH ⊠¥ CG and CG ⊠¥ l ∠´ l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬ GH GHm F DE l ACB (since the sum of the interior angles on the same side of the transversal CG is 180 °) Thus, m à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬ l at a distance of 4 cm from l. Exercise 12.1 1.Draw a line AB = 6 cm. Mark a point P anywhere outside the line AB. Draw a line CD parallel to line AB passing through the point P a.  by drawing alternate angles b.  by drawing corresponding angles. 2.  Draw a line AB. Draw a line CD perpendicular to line AB. Now on CD mark a point P at a distance of 4.5 cm from C. At the point P draw a line parallel to given line AB. 3.  Refer to the figure given alongside. Construct a line parallel to AB passingD  through the point P. Draw another line parallel to CD also through the  point P. Name the geometrical plane figure so formedP AB C 5.  Draw a line XY= 8 cm. On the line XY mark a point A, 3 cm from X. At the point A draw a perpendicular AB to the line XY. Mark a point M on AB at a distance of 4 cm from A. draw a line CD parallel to XY passing through M. 6.  Draw a line parallel to a given line at a distance of 5.5 cm from it. Construction of triangles A A triangle is a three sided closed figure. It has 6 elements -3 sides and 3 angles. For triangle ABC given alongside, sides are AB, BC, and CA and the angles are ∠ ABC, ∠ BCA and ∠ CBA However to construct a triangle uniquely, we do not need the measure of all six parts. A triangle can be drawn with a definite given size if any BC of the 3 conditions given below are fulfilled. ÂÅ   The three sides of the triangle are given SSS criterion Two sides and the included angle are given SAS criterion. One side and any two angles are given AAS criterion or ASA criterion. Use a compass to draw angles of special measures 15 °, 30 °, 45 °, 60 °, 75 °, 90 °, 105 °, 120 °, 135 ° etc). For others you can use a protractor to construct triangles with given angles. Remember: A triangle cannot be constructed if 3 angles are given since the length of sides can vary. The triangles will be of the same shape; however the length of the sides will be different. Two sides and the non – included angles are given. Before we construct triangles we should make a rough sketch showing all the given measures. Construction of triangles when 3 sides are given. A triangle can be drawn only when the sum of any two sides is greater than the third side. When three sides of a triangle are given, check whether the sum of any two sides is greater than the third side. If yes, only then the construction is possible. Example 1Which of the following can be the sides of a triangle? a.12,24, 11b.10, 5, 7 Solution a.Add the sides by taking two at a time 12 + 24 > 11 24 + 12 > 15 However 11+12 < 24, hence these measures cannot be the sides of a triangle b.Add the sides by taking two at a time 10 + 5 >7 5 + 7 >10 10 + 7 >5 Since the sum of any two sides is greater than the third side hence these measures can be the measures of a triangle. Example 2Construct a triangle ABC such that AB = 6 cm, BC = 5 cm and CA = 9 cm. Solution In triangle ABC, 9 + 6 > 5, 6 + 5 > 9, 9 + 5 > 6 ∠´ triangle ABC can be constructed. Steps of Construction Draw a rough sketch of the triangle ABC. C 9 cm5 cm A6 cmB Draw a line segment AB = 6 cm A6 cmB With A as the centre and radius = AC=9 cm draw an arc A6 cmB With B as centre and radius = BC= 5 cm draw another arc to intersect the previous arc at C A6 cmB Join A to C and B to C. Triangle ABC is the required triangle. C 9 cm 5 cm A6 cmB Example 3Construct a triangle PQR with PQ = 7 cm, QR = 6 cm and ∠ PQR = 60 °. Solution: Steps of Construction Draw a rough sketch of the triangle PQR R 6 cm 60à ¢- ¦ P7 cmQ Draw a line segment PQ of measure 7 cm. P7 cmQ Using a protractor or a compass construct an angle of 60 °Ã‚  at the point P. X 60 ° P7 cmQ With P as the centre and the radius = PR = 6 cm draw an arc to intersect XP at a point R X R 6 cm 60 ° P7 cmQ Join RQ.X Triangle PQR is the required triangle. R 6 cm 60 ° P7 cmQ To construct a triangle when two angles and the included sides are given- ASA construction Example 4Construct a triangle ABC with ∠ B = 60 °, ∠ C = 70 ° and BC = 8 cm. Draw a rough sketch of the triangle ABC A 6 cm 60 °70 ° B8 cmC Draw a line segment BC of length = 8 cm B8 cmC At B draw ∠ PBC = 60 ° using a compass P 60 ° B8 cmC At C draw ∠ QCB = 70 ° using a protractor the point off intersection of PB and QC is the vertex A. Triangle ABC is the required triangle. QP A 6 cm 60 °70 ° B8 cmC To construct a triangle when two angles and the side not included between the angles is given- AAS construction To construct a triangle when the side is not the included side in the given angles, we will first the third angle using the angle sum property and then consider the given side and the two angles that include that side to construct the triangle using ASA construction criterion. Example 5Construct a triangle PQR with ∠ P = 110 °, ∠ Q= 30 ° and QR = 6.5 cm. Solution: The given side QR is not the included side between the given angles ∠ P and ∠  Q. ∠´ let us find the third angle ∠ R, using the angle sum property We know sum of angles of a triangle = 180 °. ∠ P + ∠  Q + ∠ R = 180 ° ⇒ 110 ° + 30 ° +∠ R = 180 ° ⇒ ∠ R = 180 ° 140 ° = 40 ° Now we can use the ASA construction criterion to construct triangle PQR with ∠ Q =30 °, ∠ R = 40 ° and QR = 6.5 cm. The steps of construction will be the same as in the previous construction Rough sketch PAB P 30 ° 40 ° Q6.5 cmR 30 °40 ° Q6.5 cmR To construct a right triangle when the hypotenuse and one side are given.RHS construction This construction is only for right angled triangles when the hypotenuse and one side are given. One angle is 90 ° as it is a right triangle. Example 6Construct a right triangle XYZ right angled at X with hypotenuse YZ = 5 cm and XY = 3 cm Solution: Since it is a right triangle right angled at X ∠´ ∠ X = 90 °, YZ = 5 cm and XY = 3 Steps of construction Draw a rough sketch of the triangle XYZ Z 5 cm X3 cmY Draw a line segment XY = 3 cm. X3 cmY At X draw ∠ AXY = 90 ° using a compass A 90 ° X3 cmY With Y as the centre and radius 5 cm , draw an arc to intersect AX at Z. A Z 90 ° X3 cmY Join YZ Triangle XYZ is the required triangle. A Z 5 cm 90 ° X3 cmY Remember in a right triangle, the hypotenuse is the longest side. Exercise 12.3 1.  Given below are some measurements of sides, which of the following can be the sides of a triangle. a. 6,8,12 b. 5,9,6 c. 11,6,6 d. 80,15,60 e. 8,6,10 f. 6,6,6 2.  Which of the following measures will form a triangle? Why or why not? a.∠ A = 45 °, ∠ B = 80 °, ∠ C = 65 ° b.∠ X = 30 °, XY = 5.6 cm, XZ = 3.8 cm c.AB = 7 cm, BC = 10 cm, CA = 6 cm d.∠ B = 60 °, ∠ A = 80 °, AC = 5 cm 2.  Construct a triangle ABC with each side measuring 6 cm. Measure the three angles of the triangle so formed. 3.  Construct a right triangle PQR right angled at P with PQ = 4 cm and PR = 6 cm. 4.  Construct a triangle XYZ with ∠ X = 60 °, ∠ Y = 45 ° and XY = 7 cm. 5.  Construct a triangle PQR with PQ = 6 cm, PR = 8 cm and ∠ Q = 75 °. 6.  Construct a triangle ABC with AB = 5 cm, BC = 6 cm, ∠ B = 105 ° 7.  Construct a triangle LMN with LM = LN = 5.8 cm, MN = 4. 6. What special name is given to such a triangle? 8.  Construct a right triangle ABC with AB = 5.5 cm, BC =8.5 cm and ∠ A = 90 ° 9.  Construct a triangle PQR with ∠ P = 45 °, ∠ Q = 75 ° and PQ = 5.5 cm Construct a triangle PQR with measures of sides PQ = 4.6 cm, QR = 5.6 cm and PR = 6.5 cm. 1.Draw the angle bisectors of ∠ P and ∠ Q. let these intersect each otherR at the point O. 2. From the point O draw a perpendicular to any side of the triangle. Name the point where it meets the side as M. 3. With O as the centre and radius OM draw a circle.O Does the circle touch all the sides of the triangle? Such a circle is called an inscribed circle and the centre is known as the  incentre.PMQ Can you draw another circle larger than this which can fit into the triangle? No the inscribed circle is the largest circle that will fit inside the triangle. Math Lab Activity Objective: to make students familiar with constructions Materials required: compass, ruler, paper, pencil and colours. Method: Each student will work individually to create a drawing of his/her initials using the parallel, perpendicular, and segment bisector constructions 1.Make a sketch of your initials and identify where each construction will be used. It is necessary to use at least one Ã…   perpendicular line through a point on a line, Ã…   perpendicular line through a point not on a line, Ã…   parallel line through a point not on the line,  other constructions what you have learned can H I J K L M N Ã…   also be used. 2.Construct using a compass and a ruler. 3.Colour the alphabets and make them as creative as you can. Hint: constructions will be easy if you use the straight lined alphabets as Recollections OPQRSTU V W X Y Z A parallel line can be drawn to a given line from a given point A parallel line to a given line can be drawn at a given distance from it. A triangle has 6 elements in all- 3 sides and 3 angles. A triangle is possible only if the sum of any 2 sides is greater than the third side. Construction of triangles is possible given the following criterions when 3 sides are given. SSS when two sides and an included angle are given.SAS when two angles and the included sides are given.ASA construction when two angles and the side not included between the angles is given. AAS construction a right triangle when the hypotenuse and one side are given. RHS construction Formative assessment 1.Fill in the blanks a.The sum of angles of a triangle is . b.A triangle has elements. c.If 2 angles and the side are given, a triangle can be constructed. d.In a triangle PQR, ∠  P = 45 °, PQ = 7.5 cm and PR = 6.3 cm, then triangle PQR can be constructed using criterion. e.To construct a triangle with given sides, the sum of 2 sides should be than the third side. 2.Which of the following can be the sides of a triangle? a.4 cm, 6 cm, 5 cm.b.2 cm, 5 cm, 4 cmc.8 cm, 6 cm, 12 cm d.5 cm, 6 cm, 12 cm 3.Construct a triangle ABC with the following measurements: a.AB = 5 cm, BC = 7 cm, AC = 13 cm.b.∠ A = 45 °, ∠ B= 65 °, AB = 7 cm. 4.Draw a line parallel to a given line at a distance of 7.5 cm from it. 5.How many lines parallel to a given line can be drawn through a point outside the line? Why? Review Exercise 1.Draw a line segment AB = 6.4 cm. On AB take any point P. At P draw perpendicular PQ to AB. On PQ mark a point at 5 cm from P. Draw a line parallel to given line AB. 2.Draw a right triangle PQR right angled at Q with PQ = 7 cm , QR = 6 cm. through P draw a line parallel to QR and through R draw a line parallel to PQ intersecting each other at S. measure PS and RS. What is the name of the figure so obtained? 3.Construct an isosceles triangle ABC with AB = AC= 7.5 cm and ∠ A = 75 °. 4.Construct an equilateral triangle LMN with each side measuring 6 cm. 5.Construct a right triangle XYZ with XY = 6.5 cm, YZ =8.5 cm and ∠ X = 90 °. 6.Construct an obtuse triangle ABC with ∠ B = 135  °, AB = 7 cm, BC = 8 cm. 7.Construct a triangle PQR with ∠ P = 55 °, ∠ Q = 65 ° and PQ = 6.3 cm 8.Construct a triangle ABC with ∠ A = ∠ B =75 °, and AB = 7.4 cm. What is the special name given to such a triangle? 9.Construct a triangle XYZ with XY = 5.4 cm and ∠ X=60 °, ∠ Z = 60 °. Measure the length of YZ and XZ. What is the special name given to such a triangle? 10.Construct a triangle ABC with the ∠ B = 105 °, AB= 6.3 cm and BC = 5.6 cm.

Dehydration Lab Report

Dehydration of 2-Methylcyclohexanol February 10, 2013 Introduction This experiment was done to demonstrate the practical use of dehydration reactions and produce three different products. Dehydration reactions are reactions that involve the leaving of an â€Å"-OH† or â€Å"-H† group resulting in the formation of a double bond between two carbons. For the experiment we used 2-Methylcyclohexanol as a beginning reagent to dehydrate and possibly form 3-methylcyclohexene, 1-methylcyclohexene, or methylenecyclohexane.Drierite ® (Calcium Sulfate) was used as a drying agent to help break the alcohol and hydrogen groups from the carbons. Concentrated phosphoric acid was used as a catalyst to help move the reaction towards the products motioned above. To determine the successfulness of the experiment and the amount of product(s) recovered, IR spectroscopy, Gas Chromatography and percent yield calculations were used. Equations and Structures 6. References 1. â€Å"18. Dehydrat ion of 2- Methylcyclohexanol. † Organic Chemistry Lab 2040L. XU Chemistry, n. d. Web. 12 Feb. 2013. 2. Material Safety Data Sheet 2-Methylcyclohexanol. † Http://www. coleparmer. com/Assets/Msds/97403. htm. Coleparmer, 19 Mar. 1998. Web. 12 Feb. 2013. 3. â€Å"Material Safety Data Sheet Methylcyclohexane. † Sciencelab. com. Science Lab, 09 Oct. 2005. Web. 12 Feb. 2013. 4. Helmenstine, Anne M. , Ph. D. â€Å"How to Write a LabA  Report. † About. com Chemistry. About. com Guide, n. d. Web. 23 Feb. 2013. . 5. â€Å"Theoretical Yield. † Theoretical Yield. Ed. University of Colorado at Boulder. Department of Chemistry and Biochemistry, n. d. Web. 23 Feb. 2013. . 7. Data Chemicals In Experiment| B.P. | Amount Used| **Observations| 2-Methylcyclohexanol| 164-166 °C | 0. 75mL| Colorless liquid that had similar smell to gasoline. | Calcium Sulfate (Drierite ®)| 1193 °C| Half Hickman Still| White powder that resembled kitty litter. | Phosphoric Acid| 158  °C| Approx. 1mL| Clear liquid & Odorless| 3-Methylcyclohexene| 104 °C| N/A| Colorless liquid that had similar smell to gasoline. | 1-Methylcyclohexene *| 110 °C| N/A| Colorless liquid that had similar smell to gasoline. | Methylenecyclohexane| 102 °C| N/A| Colorless liquid that had similar smell to gasoline. *Major Product **Not All Observations were noted in lab manual, many stated are from memory from the experiment. Observations: It took a lot of time for the Hickman Still to display any signs of condensation. The sand bath was adjusted to â€Å"60† power when â€Å"40† did not yield any visible results. The addition of a lid to the Hickman Still seemed to expedite the entire process. Colorless liquid began to collect rapidly in the first section of the Hickman Still. Weight of Vial without Product| 4. 284 grams| Weight of Vial with Product| 4. 550 grams| Weight of Product| 0. 266 grams|Theoretical Yield| 0. 63 grams| Percent Yield of Product| 42% of Produc t was Recovered| GC Interpretation: The GC reading showed 3 peaks that were the products and one blip that is attributed to the air in the system. The different boiling points of the different molecules in the sample cause the different peaks to be expressed in the GC. Of the 3 peaks, 1-Methylcyclohexene proved to be the most abundant product due its large area percentage. Percent Air| Ignore| Percent Methylenecyclohexane| 1. 64555 = 2%| Percent 3-Methylcyclohexene| 17. 97600 = 18%| Percent 1-Methylcyclohexene| 79. 8650 = 80%| IR Spectroscopy Reading of Sample Gas Chromatography Data 8. Calculations 9. Conclusions In conclusion, we were successfully able to dehydrate 2-Methlycyclohexanol to synthesize all three of the above products most notably 1-Methylcyclohexene. Adding approximately 1mL of 83% concentrated phosphoric acid to serve as the catalyst to the starting reagent and using calcium sulfate as a desiccant in the Hickman Still allowed the reaction to occur. The process of ge tting the products to condense on the first section of the Hickman Still took quite a while of time.After the product was collected, IR spectroscopy was used to determine the chemical make up and purity of the product. The IR reading of the product collected in comparison to the IR of the starting reagent 2-Methylcyclohexanol showed in the 3400 cm? 1 that the –OH had went from a broad peak to a small blip. This gives evidence to the degree of successfulness of the dehydration preformed but also shows that some –OH was still in the product. The hypothetical GC data provided for this experiment demonstrates the purity of the sample along with the percent of each molecule found in the product. -Methlcylcohexene proved to be the major product of the reaction due to the 80% area in the GC data and the regions expressed in the IR reading. Due to human errors such as not allowing enough time for the product to collect, using more desiccants than needed, allowing for the tempe rature of the sand bath to reach the boiling point of 2-Methylcyclohexanol or not retrieving the entire product, the percent yield was only 42%. The experiment is considered a success because all the expected products were produced and very little –OH was found in the sample.

DCQ Sontag Essay

Photography shows us the world, but only the world the photographer creates. According to Sontag, photos show that we understand through a photo in the way we see the picture. Seeing photos can limit our understanding because we only see the picture not whats going on around it. In other words the viewer only sees what’s within the frame. Images allowed us to see situations that occurred; however, it is extremely limited in what the audience can see. I qualify Sontag’s claim that photography limits our understanding of the world because nothing is picture perfect. A picture is just a snapshot or quick image of something distorted. Photography has accomplished the task of manipulation to the point where images do not exhibit the honesty. In general photography is used to trick the audience’s eyes. For example, ads are displayed every day in our lives distorting the honesty portrayed. Long ago when a cigarette commercial came on they had enhanced the color, and edited all the little details that appeals to our emotions, making cigarettes look good. The only problem is cigarette isn’t good for anyone, but the viewers wouldn’t get that message due to the changes the photographers have made. Following this further Sontag infers that nothing that comes from a photo can really be understood. The reason for that is because photography shows everything but context. Photography gives people a small glimpse of reality, but the realities have been manipulated to the photographer’s idealism. However as Sontag pointed out photography takes the gaps in our mental pictures and replaces them. Photograph gives proof and confirms the past, but it does not exhibit the honesty a citizen would have lived through. For example if no pictures were captured during the Holocaust time period, it would be hard for people to believe that all the torturing actually occurred. Images allowed us to get a glimpse of what the Jews went through but the feelings and emotions aren’t the same. One cannot say they truly understand how the Jews felt, without actually experiencing what the Jews did. It takes one to be there to experience the emotions and tears the Jews had as the gas killed them and family. Sontag says understanding can only come from what is shown.. There is much  more to life than what meets the eye, and this can be exemplified and proved in many different ways. Pretend that someone knows nothing about the tragic events that occurred on September 11, 2001. A photo is placed in front of Them. They take a look. It appears to be a man dressed in what appears to be in work clothes but the thing that strikes their attention first, the thing that stands out most is that he is upside down. Odd they think. The background behind the man is what looks to be a steel like structure. Maybe if their senses are sharp that day you’ll come to the conclusion that this is an image of a man who decided to end his life by jumping off the top of a tall building while in midair. However, did the photograph show them what was going on around him? The building he jumped off of? A hijacked commercial airlines plane crashed into it leaving the building to go up in flames and ready to collapse with smoke pouring out the windows. Leaving him and at least 1,000 other people trapped on the high floors of the tower. This man, this falling man, was surrounded by absolute chaos, destruction, death, a living hell, but they would never know. He looks so calm, so serene even though he is more than well aware that his life is about to end in a matter of seconds. To the person looking at the photo they only see it as Sontag says they do. Through what they see in the picture, not what is really occurring. To an extent, yes, photography does limit us in the view of the world like Sontag refers to. Pictures are taken by photographers who chose what they wish to express and how they wish life to appear to be. By doing this, reality has changed, becoming manipulated into something that it truly is not. It is now a reality created from the human mind, influenced by its wants, desires and emotions. Photography also fails to give us background, or deeper knowledge about the photo. Pictures lack the emotion experienced by the person taking the picture (how hard it may have been to get the picture the photographer wanted). Yet pictures can sometimes invoke an emotional response (a gruesome death, a spectacular sunset). Pictures lend to a greater understanding of what is happening around the world. When someone sees the faces of others in places they never will travel to, they start to understand the emotion they show. Words sometimes can not do justice to the things you are able to see. Pictures only help the reader  better understand his/her meaning of what is actually taking place. Yet, do not be fooled by everything you see today. Technology has taken photography to a new level. Make certain you trust your source first. The old saying â€Å"Believe only half of what you see and nothing that you hear† no longer rings true. Be skeptical, but keep your eyes and mind open at the same time. Qualifying Sontag, a single photograph of an event, place, time or whatever will only give you a limited perspective of that event, place or whatever. However it does not limit our understanding of something. It simply gives a single viewpoint or snapshot for us to base an overall understanding. Susan Sontag claims in her passage, â€Å"On Photography†, that photography limits our understanding of the world. However, the truth is that photography enhanced our understanding of the world. It allows us to see things that would be otherwise impossible to see. Sontag argues that photography does not allow people to truly understand things and that it does not teach any ethical or political knowledge. The truth is that it deepens our understanding and expands our knowledge of the world around us. Without photography, people would have no idea of what surrounded them and what happened before their time. Photography produces a visual history of the world, thus producing a greater appr eciation for it.