Wagner Dodge Retreats in Mann Gulch Case Study Example | Topics and Well Written Essays - 2000 words

Wagner Dodge Retreats in Mann Gulch - Case Study Example Interaction between team members and the team leader plays an important role in assessing existing situations, understanding the need of the time and effective resolution of existing problems. The case study of Wagner Dodge provides interesting insights into these aspects of leadership and how certain situations test the leadership abilities of an individual. Background Wagner Dodge headed a fire fighters team of 15 into Mann Gulch, a remote place in Montana to control a huge fire that had broken out in the prairies region. Dodge was an experienced fire fighter and he was responsible for putting out the prairie fire. The team was flown to the area and parachutes were used to drop them down to the fire affected region. However, on landing in Mann Gulch, the team realized that the fire was more aggressive than they had initially thought. The flames were catching on at great speed and there was no escape route since the radio with one of the team members had broken on landing and the ma p was lost too. Left with no possibilities of surviving the fire, Wagner lit a fire and let the area burn out before he landed himself in the middle of this fire circle to protect himself from the prairie fire. He signaled him men to follow him but only one of them joined him in the circle of fire. The rest of the team members did not trust his decision and felt that it was crazy to go into the fire circle started by Wagner. Thus, 13 members out of the 15 perished in the prairie fire (Useem, 1998). Wagner Dodge – decision making and leadership The Mann Gulch fire incident raises a number of pertinent questions relating to the team behavior and understanding existing between Wagner Dodge and his team members. Why did they choose not to follow him and how could the team be unaware of the ground realities? The first question strongly raises doubts over the capabilities of Wagner Dodge as a leader and the lack of trust existing between the chief and his team members. His order to his team to stick to the burned area were met with disbelief and anger from most of the team members and each of them decided to escape the fire in their own ways. The results were tragic and there was nothing much that Dodge could do at the moment to convince them his ways. A review of the situation reveals that though Dodge was a good and experienced firefighter, he had very limited success in achieving the trust and confidence of his team members. He failed to articulate his thoughts and plans in an effective manner to the team members. His inability lay in the fact that he did not communicate emergency plans and guidelines that the team members could follow in such situations. The crew was fairly inexperienced or they would have realized the potential escape route offered by Dodge. If Dodge had explained some possibilities and means of surviving such emergencies earlier, probably all 15 could have been saved from the prairie fires (Useem, 1998). Wagner Dodge also failed to comm unicate the effectiveness of the burnt patch of ground to his team members at the critical hour. This could be associated with lack of time to explain the details to the team members and the inability of the team to grasp in times of the pending crisis.

Traffic congestion Essay Example for Free

Traffic congestion Essay Introduction Traffic congestion is one of the most compelling global problems especially in developed cities. London is among those cities which suffer from the traffic problems. According to the London city council, Londons population was 8. 17 million in 2011. By the year 2011, every 100 people in London owns 60-65 personal cars, which means cars have been the prior transportation tools for local people (Blythe, 2005). Frequently using cars as vehicle contributes to the traffic problems. As the rapid growth of population, the rate of car ownership would reach to a higher level hich is a severe test to the environment. According to Hickman et al (2010), Approximately 25% of carbon dioxide(C02) emissions is contributed by transport tools. Obviously, traffic problem is a magnificent cause of the environmental damage. Although some relevant policy has been implemented to reduce the congestion, traffic problems still exist across the capital with the growth of population and employment. (Transport Committee, 2008) According to Transport Committee (2008), Londons traffic speeds are below average speeds of global cities such as New York nd Singapore. Meanwhile, the population and the demands of Jobs in London are predicted to reach to a high level by 2025. The location of the additional Job will force a large number of people to go through the city at peak hours, which is a severe challenge to the local traffic situation. (Transport Committee, 2008) Thus, light rail transit systems (LRT) could be the ideal solution to traffic problem. However, the high cost might limit the scale of this method. Electronic toll collection system (ETC) is regarded as another option with relatively low cost.

Global Warming Essays -- Greenhouse Effect Climate Change

Global Warming The glass windows of a greenhouse lets in sunlight. The sunlight warms up objects inside the greenhouse. These objects then give off heat. The glass of the greenhouse, however, does not let out the heat. If the greenhouse lacks ventilation, all the heat stays locked inside and the temperature rises. This greenhouse effect also causes the inside of an automobile to become hot if its windows remain closed on a sunny day. The Earth and its atmosphere are like a giant greenhouse. Like the glass windows of a greenhouse, the atmosphere is nearly transparent to shortwave and visible solar radiation. Part of the energy absorbed by the Earth is radiated to the atmosphere as long-wave infrared radiation. Because it contains carbon dioxide and water vapor, which absorb much of the long-wave radiation before partially reradiating it back to the surface, the atmosphere is not completely transparent to this long-wave radiation. This causes the Earth and its atmosphere to warm up. Variations in the amounts of carbon dioxide and water vapor in the air can have a significant effect on how much heat is retained by the atmosphere. The total amount of carbon dioxide present in the Earth's atmosphere remained nearly constant until the 20th century, when the burning of fossil fuels such as coal, fuel oil, gasoline, and natural gas began to release large quantities of carbon dioxide into the atmosphere. The combustion of fossil fuels brought about an ever-increasing ri...

Ap World History 2010 Q3

WORLD HISTORY 2010 SCORING GUIDELINES Question 3 — Comparative BASIC CORE (competence) 0–7 Points 1. Has acceptable thesis. 1 Point †¢ The thesis must include both a valid similarity and a valid difference in methods of political control in two of the empires. †¢ The thesis must be relevant to the time period, but the dates need not be explicit. †¢ The thesis must be explicitly stated in the introduction or the specified conclusion of the essay. †¢ The thesis may appear as one sentence or as multiple sentences. †¢ A thesis that is split among multiple paragraphs or merely restates the prompt is unacceptable. The thesis CANNOT count for any other point. 2. Addresses all parts of the question, though not necessarily evenly or thoroughly. 2 Points For 2 points: †¢ Identifies at least one valid similarity and one valid difference in methods of political control. †¢ Discusses two empires but not necessarily evenly. For 1 point:†¢ Ident ifies at least one valid similarity or at least one valid difference in methods of political control. †¢ Discusses two empires but not necessarily evenly. 3. Substantiates thesis with appropriate historical evidence. 2 Points For 2 points: Must provide at least five specific pieces of evidence (at least two from each empire). †¢ Evidence must be within the designated time periods (e. g. , evidence from the Roman Republic or Qin dynasty is not acceptable). For 1 point: †¢ Must provide at least three specific pieces of evidence (at least one from each empire). †¢ Evidence must be within the designated time periods. 4. Makes at least one direct, relevant comparison between/among societies. 1 Point (The direct comparison may discuss either similarities or differences. ) †¢ To earn this point, the comparison must be made somewhere other than in the thesis. . Analyzes at least one reason for a similarity or a difference identified in a direct comparison. †¢ A nalysis (reason why) must be related to a similarity or a difference in methods of political control between the two empires. Subtotal 1 Point 7 Points  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. AP ® WORLD HISTORY 2010 SCORING GUIDELINES Question 3 — Comparative (continued) EXPANDED CORE (excellence) Expands beyond basic core of 1–7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. 0–2 PointsExamples: †¢ Has a clear, analytical and comprehensive thesis. †¢ Addresses all parts of the question thoroughly (as relevant): comparisons, chronology, causation, connections, themes, interactions, content. †¢ Provides ample historical evidence to substantiate thesis. †¢ Relates comparisons to larger global context. †¢ Makes several direct, relevant comparisons between or among societies. †¢ Consistently analyzes the causes and effects of relevant similarities and differences. †¢ Applies relevant knowledge of other regions or world historical processes. †¢ Discusses change over time (e. g. changing methods of political control as the empires began to decline). †¢ Recognizes nuances within empires. Subtotal 2 Points TOTAL 9 Points  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board.Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. ollegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. AP ® WORLD HISTORY 2010 SCORING COMMENTARY Question 3 Overview The intent of the question was for students to pick two of the stipulated empires — Han China (206 B. C. E. to 220 C. E. ), Mauryan/Gupta India (320 B. C. E. to 550 C. E. ), Imperial Rome (31 B. C. E. to 476 C. E. ) — and compare the ways those empires exerted political control over their populaces.Students were explicitly told to discuss both similarities and differences in methods of political control. Sample: 3A Score: 8 The essay contains a valid thesis in the second and third sentences of the first paragraph (1 point). In the fourth paragraph, the essay addresses a similarity (â€Å"Both empires had unstable borders†) and several differences, including â€Å"However, Han China dealt with the Turkic Huns through the tribute systems, thus placating them with gifts and avoiding costl y & expensive warfare, which Rome preferred when dealing with their enemies† (2 points).Although there is ample evidence for the Han, Roman evidence is limited by discussion of the Republic, which could not be counted. There is, however, enough evidence for 2 evidence points. In addition to the direct comparison listed above, there is another difference at the bottom of the second paragraph — â€Å"However, because there was less emphasis as a collective group in Rome, the political organization was a lot less structured than China’s† — which earned 1 point for the comparison and 1 point because the statement also involves an analysis.This essay contained a complex thesis, sufficient depth of comparison, and supporting evidence to earn 1 Expanded Core point. Sample: 3B Score: 6 This essay contains a valid thesis in the first paragraph (1 point) and addresses both similarities and differences (2 points). There is sufficient evidence for both the Maur yan/Gupta and the Han empires (2 points). The direct comparison is found in the second paragraph: â€Å"Han China and Maurya Gupta [sic] both consolidated their power through military buildup† (1 point).The essay attempts analysis in the next to the last paragraph but only analyzes the Han: â€Å"Due to their lack of a devout religion, China was able to assimilate the Huns when they began to invade China. † There is no analysis of a comparison of Han and Mauryan/Gupta methods of political control. Sample: 3C Score: 3 There is no valid thesis because the essay attempts to show a difference between Han and Rome in terms of the Roman Republic, which is outside the time period. The essay only addresses similarities, not valid differences (1 point).The evidence is sufficient for the Han, but the only valid piece of evidence for Rome is the statement that â€Å"He [Augustus] defeated Cleopatra and Mark Anthony making sure that Rome is politically secured† (1 point). M ost of the Roman evidence is prior to 31 B. C. E. and therefore did not earn credit. The essay has a valid direct comparison in the fourth paragraph: â€Å"The size of both empires was an issue that led to leaders ultimately losing political control of both empires† (1 point).  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.

Gladiator: Critical film essay Essay

Ridley Scott’s Gladiator is the critically acclaimed 2000 film starring Russell Crowe which won forty-eight awards, including a BAFTA for best film. Gladiator depicts the tale of Maximus Decimus Meridius and his struggle against the might of the Roman Empire and the vicious gladiatorial arenas. Throughout Scott’s masterpiece are a wide range of filmic techniques in the visual and auditory channels that collaborate in enunciating the overall narrative. The opening sequence is a prime example that uses Mise-en-scene, lighting, costume and film speed to enunciate the key scene. The opening scene begins with some historical information that introduces the audience into the scene and sets up the narrative. Scott informs his audience on the vast scale of the Roman Empire, â€Å"One quarter of the world’s population lived and died under the Caesars.† The emphasis is on â€Å"and died† in order to set the scene for the incoming battle. The Universal and Dre amWorks logos are in a sepia colour. This colour informs the audience that the film is set in the past due to it being used for old photographs and ink. The historical information is accompanied by calming, serene music which leads to the first view of the protagonist. Scott has made use of coloured lighting, incorporating gold (which is representative of the wealth the Roman Empire had) in many scenes throughout the film. The colour gold is an interesting choice because it represents peace and riches which could also be a reference to the Roman afterlife Elysium. Scott has used Mise-en-scene in the first shot of the protagonist, brushing his hand in the corn field. Although the audience are only presented with an extreme close up shot of his hand; they learn about his character through Scott’s control of what appears in the frame. The audience sees a wedding ring on his hand and so learn that he is a family man. The critic John Gibbs also comments on Mise-en scene, â€Å"the contents of the frame and the way they are organised.† During the close-up of the protagonist’s hand, the audience can hear a diegetic sound of the wheat blowing. A non-diegetic sound of children playing and soothing music can also be heard which again tel ls the audience he is a family man with something to loose. The consonant tone of music and golden cornfields set up an idyllic scene of calmness which instantly contrasts when the frame cuts to a harsh, cold and dark Germanic battlefield. The camera uses a medium close up of Maximus’s face which reveals the emotions of a tired soldier. Maximus catches a glimpse of a red  robin which symbolises his near return home to the summer and his family. The robin’s red breast could also be a signifier of the forthcoming bloodshed. When Maximus moves on to greet his army a long shot is used which displays him walking alone. The theme of isolation comes into play which also recurs throughout the film. As the battle scene draws near, a high angle long shot is used to display the mighty Roman army. Costume is used a great deal in Gladiator and adds to the films authentic feel. A medium close up shot is used for the first time on Emperor Marcus Aurelius which shows him wearing rich clothing and surrounded by knights. This scene only lasts a few seconds but the audience discover he is a man of importance through costume. Moreover, Scott wanted Maximus to appear as a strong character that holds high authority as an important character. This is achieved through costume as Maximus’s armour is bigger than all other characters and has different insignias weaved into it. The costume for the barbarian army is rather contrasting to that of the Roman Empire. The barbarians are dressed in rugged cloth which suggests they are not nearly as advanced or wealthy as the Roams who wear steel armour. A Critical Introd uction to Film highlights the importance of costume, â€Å"Costume provides information about time and place, but, more importantly, they express social milieu and personal style.† At 04:41 the barbarian leader steps forward from his army and lunges the head of the Roman messenger into the swampy ground and disrespects the Roman army. This is a casual chain of events that help drive the plot forward, â€Å"Film narration moves forward by a succession of events linked in a casual chain.† It is evident that the Roman army will fight now and Maximus kneels down to run dirt through his hands which is a recurring motif. The motif shows the spiritual side of Maximus, he asks the gods to fight beside him. As Maximus kneels down the audience are given a Point of View shot through Maximus staring into a dog’s eyes. The dog symbolises the brute force of Maximus and suggests he is a wild character. As Gladiator mounts his horse the music quickens and a non-diegetic drum beat begins to enunciate the battle scene. The music increases pace as the battle almost begins which heightens audience’s tension and excitement. As the battle begins a wave of Roman arrows are dispersed and computer generated imagery showcases a variety of special effects. A long range establishing shot on a high angle displays the dest ruction that the Roman Empire is unleashing. As  Gladiator rides with his cavalry there is an array of fast cutting shots that last a few seconds each. The fast paced shots give the audience a battle like feel with exaggerated sound effects of swords clashing and explosions. Maximus demonstrates his leadership role by shouting commands like, â€Å"Stay with me† and â€Å"Hold the line† . After the establishing shots of the battle Scott includes scenes that are more subjective to Gladiator. The gory battle follows Maximus as he enters a slow-motion phase that displays his disorientated point of view of the battle and a montage of his men fighting. Furthermore, the dog also engages in battle which suggests he is strong and independent like Gladiator. Ridley Scott’s Gladiator incorporates brilliant techniques that contribute in enunciating the opening sequence. These techniques are things such as the use of costume which generates an authentic feel and camera speed which demonstrates a terrifying battle. A strong use of Mise-en-scene shows how the narrative develops through camera lighting and casual chains in the plot.

How to become a veterinary receptionist

How to become a veterinary receptionist Healthcare careers are a hot ticket these days- but that’s not just human healthcare. The veterinary industry is also growing, with job openings in clinics and facilities that take care of our furry (and aquatic/scaly/feathered) friends. If you find yourself more drawn to animal patients than human patients, then becoming a veterinary receptionist could be a good option for your administrative career.What does a veterinary receptionist do?A veterinary receptionist’s job is pretty similar to most receptionist jobs. These administrative professionals may be responsible for being the face of the veterinary office, handling the daily traffic in and out of the practice.A veterinary receptionist’s day-to-day responsibilities may include:Answering phone callsScheduling appointmentsGreeting patients (and their humans)Arranging for follow-up careTaking patient informationUpdating and filing patient chartsAssisting with pet supply purchasesProcessing payments and insurance informationMaintaining the waiting roomVeterinary receptionists often work standard full-time hours, though nights and weekends may be required for emergency vets or animal hospitals that provide round-the-clock care.What skills do veterinary receptionists need?Veterinary receptionists need to have a combination of administrative skills and clinical knowledge, since they’re working in a medical environment.Skill with animals:Â  This is a must, given the nature of the daily work of a veterinary receptionist. You don’t have to love all creatures great and small, but it helps- and being afraid of patients who come through the door can lead to more stress and unhappiness than you would want out of your job.Skill with people:Â  Yes, animals are the patients, but they almost always come with humans in tow- humans who may be nervous wrecks about their animal family members’ health concerns. Being friendly and customer service-oriented is a very helpful skill for vet erinary receptionists to have, even when the focus is on the animals.Knowledge of medical/veterinary terminology:Â  A veterinary receptionist should be well-versed in the medical terms and general knowledge that is specific to the vet’s office. The receptionist is often taking down preliminary information about a patient’s condition and recording it in a chart, so there needs to be a strong base of knowledge about pet care and animal medical needs.Organizational skills:Â  Depending on the size of the veterinary practice, the receptionist may be the only front-line defense for the entire office. That means being able to organize all incoming information (like phone calls, messages, appointments, arriving patients, etc.) in a way that helps the practice run smoothly.Tech-savviness:Â  Like any modern medical practice, a vet’s office increasingly relies on digital technology to make appointments, store patient information, and handle incoming calls. The veterinar y receptionist should be able to tackle things like email, digital record management, and digital or multi-line phone systems in order to do the job efficiently.What do you need to become a veterinary receptionist?A high school degree is typically sufficient for this job, although some veterinary receptionists also have some schooling or degrees in an administrative or animal-related field. Direct experience working with animals is a major asset if you’re looking for a job in this field.How much do veterinary receptionists make?According to the U.S. Bureau of Labor Statistics, receptionists in general make a median annual salary of $27,920, or $13.42 per hour.What’s the outlook for veterinary receptionists?Receptionist jobs in general are expected to grow about 9% by 2026 (about average), per the U.S. Bureau of Labor Statistics. However, healthcare-specific careers, including veterinary roles, are expected to grow at a much faster rate, so this specialty is expected to grow faster than average as well.One of the best things about a job in the healthcare industry is that you can find a niche for your interests and experience. And if you’ve always liked animals a little more than humans (it’s okay to admit that here!), becoming a veterinary receptionist could be a great way to parlay your administrative skills into a job where you get to greet and pet dogs and cats every day.

Identify the most consequential features of ‘new media’ and assess how and why sociological theory and concepts deal with these The WritePass Journal

Identify the most consequential features of ‘new media’ and assess how and why sociological theory and concepts deal with these Introduction Identify the most consequential features of ‘new media’ and assess how and why sociological theory and concepts deal with these ) The Net Delusion: How Not To Liberate the World, Penguin, London Papastergiadis, N. (2000) The Turbulence of Migration: Globalization, Deterritorialization and Hybridity, Polity, Cambridge Rheingold, H. (1993) The Virtual Community, Harper Collins, Reading, MA Webster, F. (2002) ‘Cybernetic Life: Limits to Choice’ in Armitage, J. and Roberts, J. (eds.) Living with Cyberspace: Technology and Society in the 21st Century, Continuum, London Webster, F. (2001) A New Politics? in Webster, F. (ed.) Culture and Politics in the Information Age: A New Politics? Routledge, London