First Aid Lab Essay Example for Free

First Aid Lab Essay Ever since warfare started humans have had to find ways to mend and preserve there bodies for fighting with medical care. The battlefield has been the birth place of many modern techniques used today to treat injury. One of the most important area of warfar is First Aid. First Aid is extremly important in the military, especialy while in a hostile area or on the batttlefield. First Aid is thee to take immediate action in treating the wounded when on the battlefield or in a hostile zone. The true begining of the usage of First Aid in the United States started with the Revolutionary War. Around this time in history the United States position in medical knowledge and safty was extremly poor. During the war there where many men from the Colonial Army who died from wounds that were untreated. As the Colonial Army took casualties for untreated wounds they finally established military hospitals and required that a surgeon and two sugeon mates accompanied each regiment on the field. Although this may have helped a little, soldiers where still dying from dieseases such as pneumonia, dysentery and smallpox. It wasnt until General George Washington petitioned the Continental Congress to establish what he called the Hospital: a general medical corps for soldiers. This was set up to serve an Army of 20,000 with four surgeons, an apothecary, 20 surgeons mates, one clerk, a storekeeper and one nurse for every 10 patients. This was the first organized military medical facility established in the newly forming United States. Although they had the facility and the faculty, soliders where still dying at a high rate. Advancements in First Aid took place as time continued and as the militaey began to grow in numbers. The Civil War brought many moe advancements in First Aid such as the development of a ambulance corps. In the civil war times the military treated there wounded based on the likelyhood of survival because of supply shortages and lack of time needed to properly treat all the wounded. First Aid became availible directly on the battle field for the first time in the Civil War. This was a huge success during the war and has been used now in modern day military First Aid tactics. After the Civil War, there was a length of time with no war which slightly haulted advancements in military First Aid. Although there werent any wars there where other important events within that time that help imporve first aid in the military such as the birth of the American Red Cross, the ratification of the first Geneva Convention, military orders to teach basic first aid to soldiers. After the time of peace in the United States, America was at wa again and first aid only continued to imporve as technology advanced. World War I was the start of Army medical personal being assigned to word directly in the field. The advancements in the development of the ambulance was huge during the war.They provided not only first aid but a way to evacuate when needed. During WWI new technologies greatly improved Army first aid with things such as the portable X-ray, the antiseptics and inoculations. This helped bring the numbers of death down drasticlly. Also the increase of medical knowlege helped keep death numbes down as well with new medicines such as penicillin and antimalarials. Morphine also started being used to wounded soldiers to help ease their pain. Due to all of these medical advancements the likely-hood of death dropped 30% by the end of WWII First aid training is extremely important in the military. It is important to know how to treat the wounded and the sick as quickly and safely as possible. First aid has progressed into a tactical and complex division in the military today. People now enlist into the military primarily for first aid. Without first aid soliders who are abroad in other countries wouldnt be able to recieve proper care for wounds and disease at a quick pace. First aid allows soldiers to be taken care of on the front lines of the battlefield allowing them to stay overseas for minor injury instead of being shipped home for care. The technology today used for first aid has made it sucsessful to keep soldiers alive at a higher rate ever before as well as keep them healthy while abroad in different countries where they are suseptible to different dieases.

PhD Proposal Writing | Contributing to knowledge

PhD Proposal Writing | Contributing to knowledge To define an original contribution to knowledge in the context of PhD studies is complicated. In one sense, it can be seen as something which someone else has not done before and requires a large amount of innovation and commitment from the researcher. Gall et al. (1996:47) noted that the imagination and insight that goes into defining the research problem usually determines the ultimate value of a research study more than any other factor. This definition however may be construed as too broad and can be complimented by the reasoning given by Grix (2001) who says that a substantial contribution to knowledge means you must have produced original research on a given topic and embedded it firmly in the received wisdom of a particular field To pin point a definition for an original contribution to knowledge is difficult. However, Madsen (1983:25) offers the following as a possible start: Original means the potential to do at least one of the following: uncover new facts or principles, suggest relationships that were previously unrecognized, challenge existing truths or assumptions, afford new insights into little-understood phenomena, or suggest new interpretations of known facts that can alter mans perception of the world around him. It is widely agreed within academic fields that a contribution to knowledge may be achieved through a number of ways. Frances (1976) pinpoints eight ways in which originality can be achieved. However, Estelle and Derek (2010) only concur with six of these points which are as follows: Setting down a major piece of new information in writing for the first time; Continuing a previously original piece of work; Carrying out original work designed by the supervisor; Providing a single original technique, observation, or result in an otherwise unoriginal but competent piece of research; Having many original ideas, methods, and interpretations all performed by others under the direction of the postgraduate; Showing originality in testing somebody elses ideas. Fundamentally, an original contribution to knowledge can be seen as an ambiguous statement or process as it can be interpreted by different people in a variety of ways. Dunleavy (2003) expresses concerns regarding overstating the originality of the research and emphasises the need to balance innovation against the subject context. He goes on to suggest that the best way to proceed in research is to think of the contribution as value-added. He clarifies this by saying, Focusing on your own value added means keeping a critical eye on the extent to which you have transformed or enhanced or differentiated the starting materials of your analysis. He also goes on to say that, It also means retaining strong relational patterns of argument in which you appropriately acknowledge the extent to which you draw on the existing literature. The importance of reading literature in the chosen area of research cannot be over emphasised. Without this fundamental grounding of knowledge, a serious student cannot begin to propose an original contribution to knowledge. Without having a working understanding of the literature in their field, it is made more difficult for students to refine a researchable topic and then subsequently contribute original knowledge. Knowledge of the field is critical and includes knowing what has already been done, what the current hot topics are and projected issues and trends. Ultimately, researchers need to understand what has already been accomplished before attempting to add their own contribution to the field. Consideration must be given to any personal relevancy the proposed topic holds for the student and what area of their study would represent the biggest contributions of their work. When researching the literature, it is important to keep in mind such questions as: Is there any controversy or inconsistencies in the research or data? Does a deficiency appear in the literature on a particular topic? From a historical perspective, how has the field arrived at its present level of understanding the phenomenon that is being pursued? Broader topics are probably more helpful because the broader the topic is, the more numerous are the kinds of research questions that can be asked (Crowl, 1996:20). During the processes of PhD studies and writings, students can only make initial proposals as to what they perceive as original contributions. However, as time progresses and more literature is explored, these initial proposals will change if it is discovered that there has already been some research of a similar nature, and therefore if the initial proposals do not adapt, new ones are creased in their place. Put succinctly, it means not just passively following the authors train of thought but more importantly, it means anticipating where the authors line of argument leads, considering alternative extensions and constructing your own framework that covers these possibilities. Some of the best ideas are born this way. (Krathwohl, 1994:29) Relating this contextually, my PhD research is in the area of Dyslexia in the public and private sectors and its affect on policy making and implementation. The topic chosen is still broad in terms of the area I may investigate. However the focus of my research is narrowing as more literature is read and evaluated. After discussions with my Supervisor who is a specialist in Diversity and Equalities, my research will also attempt to grasp what the perceptions are of dyslexia in the public and private sectors and will see how these mind sets influence the decisions of various departments and relationships within the business and public sectors. An area I am also keen to investigate is the education of staff and the general public through schooling and awareness programmes and other media. From the literature that I have reviewed to date, I know that there has been little research undertaken with regards to dyslexia policies in the educational sector. What has been researched quite extensively is the educational policies which relate primarily to primary and secondary education. There has been little discussion relating to dyslexia during college and university participation. Therefore, I know that any theories I have surrounding higher education and any research I wish to initiate will most likely result in an original contribution to knowledge. There has been next to no academic writing about dyslexia policies in the private sector which gives me, as a researcher, a good opportunity to offer some original contribution to knowledge to this field. What has been written in this field focuses primarily on what is required to comply with national legislation and European law. Drake (1999) summarises policies and laws simply by stating, à ¢Ã¢â€š ¬Ã‚ ¦ prevailing norms and values reflect the interests of the majority and may subordinate those of the minority. I agree with this statement but wish to find out just how much this holds true in the context of public and private sectors. What has generally been written about dyslexia in the public and private sector areas has been more from a social sciences view stemming from definitions of dyslexia as opposed to stemming from the more business minded and practical view which focuses more on a persons ability to do jobs and the influence this has on company and or educational policies. Therefore, in an area which has been under explored and scrutinised, the research I propose to carry out will be original as it will produce new theories as to why dyslexia is barely acknowledge in these areas, along with new insights into how the current policy systems are produced and operated and possibly where new systems and legislation would be beneficial. There will be an obvious flourish of new ideas and arguments which accompany any original contribution, as well as an opportunity to apply any existing ideas in general literature to the new area of study. This is important in my field, as dyslexia in itself, as a form of disability can be controversial and any new ideas and hypothesis made will be cause for debate and allow past discussions to be revisited. This is also important in the development of original contributions as this will allow any theories created to adapt and grow. Apart from my own literature search, by speaking with other academics in my specific field, I can gain access to a whole new level of expertise and academic knowledge. This will give me the opportunity to test their knowledge of my chosen area of diversity and tap into their resources. Additionally, they will also be able to aide in identifying if my chosen topic has been previously mentioned in any literature that they have read. Academics will not be the only resource I will be able to tap throughout my investigations, as I will also have access to many other resources such as peers, advisors, supervisors, university staff and government offices. Other resources will follow as my research develops. Despite the obvious views of original contributions to knowledge, other questions still remain. One example of this is when a student continues a previously original piece of work, is it truly original? The answer would be in the affirmative in the following cases; for example, if the direct result were to produce new theoretical interpretation to an already given state; to extend, qualify, elaborate existing work; or even create a new research design and/or methodology for research. The latter example would clearly have an impact on any work that I was to produce. This form of original contribution to knowledge is popular when covering an already highly researched area. This allows the researcher to explore areas which have already been explored but have the possibilities to be interpreted in different ways. Also, when a theoretical model is brought from one discipline and applied to another discipline, it can create many interesting results. In the context of my research, there has been one author who has looked generally on policies surrounding disabilities, all be it more substantially from a political (government) viewpoint. However he does not go into detail on dyslexia specifically as this is not the focus of his research when making the general link to companies. What he has passingly touched on in the case of dyslexia would be something I would like to investigate further in my own research. The specific case is the reactions of the managers in companies towards disabled employees. In my research however, I would more specifically want to look at dyslexics. Another area of interest in my chosen topic has been that indirectly covered by wildlife experts. There have been many links made regarding the relationship that exists between mankind and animals, and I believe there are still many more links to be made. For example, if one animal is perceived to be different, then it is often excluded from the group or pack. This link can be made with people. When someone is perceived as different, they can often be persecuted directly or indirectly. This may involve a lowering of self worth or esteem and lead to social exclusion. There can be many assumptions as to why this is, and there are already existing theories with regards to animal behaviour. Therefore I would like to use these theories in a different field/context which again substantiates an original contribution to knowledge. Other areas of originality can be highlighted with fresh data which can lead directly into critical appraisal of previous work. Care needs to be taken not to re-create previous works, or have something which is too closely associated with a previous research specimen. A whole new stance needs to be taken. When a student, using fresh data, undertakes further research of a topic previously covered ten years earlier, there is a strong chance that the results now would differ. This could tentatively lead on to a new theory being uncovered as to the reason behind the change and would thus be considered as another original contribution to knowledge. If during my research I find that an area I wish to explore has already been covered, and yet I find myself disagreeing with the outcomes from the findings I have made, I would gather more data, if time permitted, which would allow me to critically appraise that piece of work with new findings. For example, if twenty years ago research formulated a theory covering managers reactions to disabled people in the banking industry, I would have no hesitation in contemplating further research in this area considering the drastic change in law, disability policies and banking practices over the intervening years. However, if all the work presented is relatively recent, yet I find myself disagreeing with the analysis, my original contribution could be a new analysis and new outcome from the existing data. This in turn could lead onto a fresh theoretical interpretation and even prompt a new analysis and new results derived from the old data. No matter how a research student deduces whether or not they have made an original contribution to knowledge, what matters is that there is a support structure in place to help and guide them. Mauch and Birch (1989) constructed a series of questions to guide researchers when trying to determine the relative strength of research topics, which in my opinion goes hand in hand with original knowledge contribution. Some of the questions highlighted by Mauch and Birch are as follows: 1. Is there current interest in this topic in your field? 2. Is there a gap in knowledge that work on this topic could fill? 3. Is it possible to focus on a small enough segment of this particular topic to make it manageable? 4. Can you envision a way to study the topic that will allow conclusions to be drawn with substantial objectivity? 5. Is the data collection (i.e., test, questionnaire, interviews, etc.) acceptable to your advisor and in your department? 6. Is there a body of literature relevant to the topic? 7. Is a search of the topic manageable? 8. Are there large problems to be surmounted in working in this topic? Can you handle them? Do you want to handle them? 9. Are the needed data easily accessible? Will you have control of the data? Placing the above in context, I can determine whether or not my own research ticks the boxes of this checklist and therefore can ascertain, in another way, whether or not my own work can be considered an original contribution to knowledge. In the instance of the first question, this is irrelevant to an original contribution. However, it does help make the process of PhD writing easier if there is interest and it is therefore a good starting point for a structure. The answer is yes. Interest in disabilities, although diminishing into the background of public awareness over recent years, is still there in the academic world. The second question is vital to original contributions to knowledge as previously discussed. Again, the answer is yes. The area of research I have chosen has been under researched and is therefore a treasure trove waiting to be explored further. Questions 3 to 5 along with 7 and 9 are more focused in and around managing the actual research and data collection. Although not immediately linked to the original contribution to knowledge, they do play a factor in deciding whether or not an area should be further investigated. Question 6 focuses on literature which we have established as being paramount to ascertaining an original contribution to knowledge. In my context, there is literature surrounding dyslexia but more from a sociological perspective. So far in my literature investigations I have not uncovered anything alluding to the subject area I wish to investigate. The final relevant question, number 8, can challenge a researcher when confronted with an original contribution to knowledge in a controversial area. Is it something a first time researcher wants to investigate or is it best left until another opportunity arises in the future? Not only is this an issue, this question also raises further questions about other issues. For example, ethical issues. When thinking about an original contribution to knowledge, a researcher must also take other factors into consideration. Ultimately, the topics surrounding What is an original contribution to knowledge are still quite broad and all encompassing, but with guidance from supervisors and the numerous books available, researchers, including myself, should not have any serious difficulty finding an original contribution to knowledge. A succinct summary for the process of thinking about an original contribution to knowledge is nicely stated by Rojewski in Farmer, E. I., Rojewski, J. W. (2001), Its been almost two weeks now. You spend what seems like, every waking moment thinking about it. And yet, still nothing. In a cruel twist of fate, it seems that the more time you spend thinking about it the more elusive the answer becomes. Why cant someone just give it to you already and then you can be done with it!

The Rhetoric of Reggae in Artful Cinema for the World :: Reggae Jamaican Music Film Essays

The Rhetoric of Reggae in Artful Cinema for the World Perry Henzel's The Harder They Come is credited with a significant and unique role in introducing American audiences to reggae. Whereas earlier cinematic crossmarketed films like A Hard Days Night or Help! were adjunct to and dependent on a group's previous commercial musical success, Henzel's film was for many an introduction to reggae and both precursor and impetus for its international impact and commercial popularity. The film's status as a cult classic and phenomenon, to the extent a phenomenon can be explained, perhaps rests on its lack of commercial pretentions or promotional glitz, and thus its authenticity. The rhetoric of this film -- its images, words, and music in complementary array -- is rhetoric in the best sense because it uses the power of language to reveal, not to disguise, the unconscionable constraints on the lives of poor Jamaicans. Principally it's a film by a Jamaican artist about some musically and culturally significant events happening in Jamaica at the time, and though it is formulaic as films tend to be, it also encompasses all of the majors themes and conflicts that define and swirl around reggae music: spirituality, sensuality, commercialism, social justice, the messiah, and even Armageddon, though its tenor is decidedly secular The genius of the film is that it synthesizes a multitude of cultural and musical elements and still manages to function rhetorically on separate but parallel levels of communication. The fundamental message for Jamaican audiences was to document, authenticate, and value the Jamaican reality. As Henzel notes in his running commentary, a special feature of the DVD, Jamaicans cheered the film's opening scenes wildly, simply because they recognized themselves and their world in a powerful global medium that had paid them no mind until then. "There is no thrill in moviedom like people seeing themselves on the screen for the first time." The experience and the legacy of colonialism accustoms people who suffer it to literature and film that depicts the lives and perspectives of the colonizers, not the colonized. As Jamaica Kincaid explains in a memoir of a Carribean childhood, all of her reading was from books set in England. Her land and its people were not worthy of literary attenti on. While finally getting such cinematic attention is a joyful, liberating, and affirming interaction for the Jamaican audience, it has an ironic dimension too in that the downpressed are joyous because at last they see themselves if not through the downpressor's lens, at least on his screen.

Free College Admissions Essays: My Mother had Faith in Me :: College Admissions Essays

My Mother had Faith in Me    As a child, I never thought I would be the one who would graduate from high school. In grade school, I learned that I could do well, but I was afraid of going to a higher level. As a freshman in high school, I made a decision not to be a fool and drop out. Even though it crossed my mind to drop out, I stood tall and looked up to God. Now I have an overall of 3.567.    However, each goal that I strived for, I achieved because my mother always had faith in me. She believed I could do anything that I put my mind to . For eleven years, my mother was a single parent who raised me. My biological father died before I was born. She basically raised me all alone. My mother always bought me books as a child. Every night we read books like, 'Who am I,' and my favorite, 'Wacky Wednesday,' from beginning to end. Her dedication inspired me to be the person that I am striving for today. She always had a way of showing me her love and care by pushing me towards a successful life. Regardless of the circumstances, she was the one who helped me get to where I am today. This is why I'm determined to go even further in life.    In fact, today my career goals are not a problem I know that I can get the job done to the best of my ability by furthering my education. In the year 2005, I will be a junior high school math teacher. I will teach at a school that I attended as a child to help students learn. I will teach my students not only math, but values that will help them to be successful in life. As a teacher, or an accountant, I will also be an entrepreneur. I will help the people in the community where I grew up in and that's a promise. I know that I will achieve these goals. When I get my Bachelor and Master's degree, I will make sure that I will have something to show for it. Therefore, my career goals on my agenda will be accomplished through my success.    I have participated in various extra-curricular activities. I remember back in the 9th grade, when I tried out for the pom-pom team.

Brain Disorders :: essays research papers

The brain, which weighs only three pounds and is made up of eighty percent water, is the key organ of our nervous system. It is divided into three different parts: the Cerebrum, the Cerebellum, and the Medulla Oblongata. The â€Å"gray matter† of the brain is about one-eighth inch thick and it gives the brain its gray color. Inside the brain is the cortex, which is made up of billions of neurons. These neurons extend into the cerebral hemisphere and it controls all mental activity. In this report I will be discussing different disorders of the brain and how they affect the every day life of people who may have these disorders. (The Volume Library 900)   Ã‚  Ã‚  Ã‚  Ã‚  The first disorder that I will be discussing is a disease called Attention Deficit Hyperactive Disorder (A.D.H.D.). This disease has not just been recently discovered. It was first discovered in the eighteen hundreds by a British physician where the first book about Attention Deficit Hyperactive Disorder was written, â€Å"Fidgety Phil.† Up until the 1960’s it was called minimal brain function. Medication is not a new treatment either. In the 1930’s a medication called Dexedrine (d-amphetamine) or Desoxyn (methamphetamine), now known as Ritalin, was used. (Wender, M.D. 15)   Ã‚  Ã‚  Ã‚  Ã‚  This disease is present in three to ten percent of school-aged children and four to five percent in adults. A.D.H.D. is more common in boys than in girls. To determine if a child has A.D.H.D., there are not set psychological or laboratory test but the testimonies of the people who are involved in the patients’ everyday life. However there are certain criteria that can define and diagnose symptoms. In many cases medication can reduce and to an extent eliminate A.D.H.D. This is true in about seventy percent of school-aged children who have A.D.H.D. and in about sixty percent of adults who are on the medication. Another plus of the medication is that it is not addictive if it is not abused. To reduce the symptoms of A.D.H.D. in adults therapy may also be helpful. Although, the use of medication to treat A.D.H.D. can be very controversial. (Wender, M.D. 9) Some characteristics of school-aged children with A.D.H.D. are problems in school like math, reading, and spelling because twenty to thirty percent of children have learning disorders. The most common symptom is attention difficulties, distractibility, and hyperactivity. Not all patients of A.D.H.D are hyperactive, therefore a new diagnosis was identified: Attention Deficit Disorder (A.

Kodak Company Case Study

Hyun Lee Eastman Kodak v. Image Technical Services — Plaintiff This is yet another case that concerns the standard for summary judgment in an antitrust controversy. The principal issue here is whether a defendant's lack of market power in the primary equipment market precludes — as a matter of law — the possibility of market power in derivative aftermarkets. Eastman Kodak Company manufactures and sells photocopiers and micrographic equipment. Kodak also sells service and replacement parts for its equipment. Respondents are 18 independent service organizations (ISOs) that in the early 1980s began servicing Kodak copying and micrographic equipment. Kodak subsequently adopted policies to limit the availability of parts to ISOs and to make it more difficult for ISOs to compete with Kodak in servicing Kodak equipment. Respondents instituted this action in the United States District Court for the Northern District of California alleging that Kodak's policies were unlawful under both  §Ã‚ § 1 and 2 of the Sherman Act, 1 and 2. After truncated discovery, the District Court granted summary judgment for Kodak. The Court of Appeals for the Ninth Circuit reversed. The appellate court found that respondents had presented sufficient evidence to raise a genuine issue concerning Kodak's market power in the service and parts markets. It rejected Kodak's contention that lack of market power in service and parts must be assumed when such power is absent in the equipment market. Kodak manufactures and sells complex business machines — as relevant here, high volume photocopier and micrographics equipment. Kodak equipment is unique; micrographic software programs that operate on Kodak machines, for example, are not compatible with competitors' machines. Kodak parts are not compatible with other manufacturers' equipment, and vice versa. Kodak equipment, although expensive when new, has little resale value. Kodak provides service and parts for its machines to its customers. It produces some of the parts itself; the rest are made to order for Kodak by independent original equipment manufacturers (OEMs). Kodak does not sell a complete system of original equipment, lifetime service, and lifetime parts for a single price. Instead, Kodak provides service after the initial warranty period either through annual service contracts, which include all necessary parts, or on a per call basis. It charges, through negotiations and bidding, different prices for equipment, service, and parts for different customers. Kodak provides 80% to 95% of the service for Kodak machines. Beginning in the early 1980s, ISOs began repairing and servicing Kodak equipment. They also sold parts and reconditioned and sold used Kodak equipment. Their customers were federal, state, and local government agencies, banks, insurance companies, industrial enterprises, and providers of specialized copy and microfilming services. ISOs provide service at a price substantially lower than Kodak does. Some customers found that the ISO service was of higher quality. In 1985 and 1986, Kodak implemented a policy of selling replacement parts for micrographic and copying machines only to buyers of Kodak equipment who use Kodak service or repair their own machines. As part of the same policy, Kodak sought to limit ISO access to other sources of Kodak parts. Kodak and the OEMs agreed that the OEMs would not sell parts that fit Kodak equipment to anyone other than Kodak. Kodak also pressured Kodak equipment owners and independent parts distributors not to sell Kodak parts to ISOs. In addition, Kodak took steps to restrict the availability of used machines. Kodak intended, through these policies, to make it more difficult for ISOs to sell service for Kodak machines. It succeeded. ISOs were unable to obtain parts from reliable sources, and many were forced out of business, while others lost substantial revenue. Customers were forced to switch to Kodak service even though they preferred ISO service. In 1987, the ISOs filed the present action in the District Court, alleging, inter alia, that Kodak had unlawfully tied the sale of service for Kodak machines to the sale of parts, in violation of  § 1 of the Sherman Act, and had unlawfully monopolized and attempted to monopolize the sale of service for Kodak machines, in violation of  § 2 of that Act. Kodak filed a motion for summary judgment before respondents had initiated discovery. The District Court permitted respondents to file one set of interrogatories and one set of requests for production of documents, and to take six depositions. Without a hearing, the District Court granted summary judgment in favor of Kodak. As to the  § 1 claim, the court found that respondents had provided no evidence of a tying arrangement between Kodak equipment and service or parts. The court, however, did not address respondents'  § 1 claim that is at issue here. Respondents allege a tying arrangement not between Kodak equipment and service, but between Kodak parts and service. As to the  § 2 claim, the District Court concluded that although Kodak had a â€Å"natural monopoly over the market for parts it sells under its name,† a unilateral refusal to sell those parts to ISOs did not violate  § 2. Noting that the District Court had not considered the market power issue, and that the record was not fully developed through discovery, the court declined to require respondents to conduct market analysis or to pinpoint specific imperfections in order to withstand summary judgment. The court then considered the three business justifications Kodak proffered for its restrictive parts policy: (1) to guard against inadequate service, (2) to lower inventory costs, and (3) to prevent ISOs from free riding on Kodak's investment in the copier and micrographic industry. The court concluded that the trier of fact might find the product quality and inventory reasons to be perpetual and that there was a less restrictive alternative for achieving Kodak's quality related goals. The court also found Kodak's third justification, preventing ISOs from profiting on Kodak's investments in the equipment markets, legally insufficient. As to the  § 2 claim, the Court of Appeals concluded that sufficient evidence existed to support a finding that Kodak's implementation of its parts policy was â€Å"anticompetitive† and â€Å"exclusionary† and â€Å"involved a specific intent to monopolize. † It held that the ISOs had come forward with sufficient evidence, for summary judgment purposes, to disprove Kodak's business justifications. The dissent in the Court of Appeals, with respect to the  § 1 claim, accepted Kodak's argument that evidence of competition in the equipment market â€Å"necessarily precludes power in the derivative market. † With respect to the  § 2 monopolization claim, the dissent concluded that, entirely apart from market power considerations, Kodak was entitled to summary judgment on the basis of its first business justification because it had â€Å"submitted extensive and undisputed evidence of a marketing strategy based on high quality service. A tying arrangement is â€Å"an agreement by a party to sell one product but only on the condition that the buyer also purchases a different (or tied) product, or at least agrees that he will not purchase that product from any other supplier. † Such an arrangement violates  § 1 of the Sherman Act if the seller has â€Å"appreciable economic power† in the tying product market and if the arrangement affects a substantial volum e of commerce in the tied market. Kodak did not dispute that its arrangement affects a substantial volume of interstate commerce. It, however, did challenge whether its activities constituted a â€Å"tying arrangement† and whether Kodak exercised â€Å"appreciable economic power† in the tying market. We consider these issues in turn. For the respondents to defeat a motion for summary judgment on their claim of a tying arrangement, a reasonable trier of fact must be able to find, first, that service and parts are two distinct products, and, second, that Kodak has tied the sale of the two products. For service and parts to be considered two distinct products, there must be sufficient consumer demand so that it is efficient for a firm to provide service separately from parts. Jefferson Evidence in the record indicates that service and parts have been sold separately in the past and still are sold separately to self service equipment owners. Indeed, the development of the entire high technology service industry is evidence of the efficiency of a separate market for service. Kodak insists that because there is no demand for parts separate from service, there cannot be separate markets for service and parts. By that logic, we would be forced to conclude that there can never be separate markets, for example, for cameras and film, computers and software, or automobiles and tires. That is an assumption we are unwilling to make. â€Å"We have often found arrangements involving functionally linked products at least one of which is useless without the other to be prohibited tying devices. Kodak's assertion also appears to be incorrect as a factual matter. At least some consumers would purchase service without parts, because some service does not require parts, and some consumers, those who self service for example, would purchase parts without service. Finally, respondents have presented sufficient evidence of a tie between service and parts. The record indicates that Kodak would sell parts to third parties only if they agreed not to buy service from ISOs. Having found sufficient evidence of a tying arrangement, we consider the other necessary feature of an illegal tying arrangement: appreciable economic power in the tying market. Market power is the power â€Å"to force a purchaser to do something that he would not do in a competitive market. † It has been defined as â€Å"the ability of a single seller to raise price and restrict output. † The existence of such power ordinarily is inferred from the seller's possession of a predominant share of the market. Respondents contend that Kodak has more than sufficient power in the parts market to force unwanted purchases of he tied market, service. Respondents provide evidence that certain parts are available exclusively through Kodak. Respondents also assert that Kodak has control over the availability of parts it does not manufacture. According to respondents' evidence, Kodak has prohibited independent manufacturers from selling Kodak parts to ISOs, pressured Kodak equipment owners and independent parts distributors to deny ISOs the purchase of Kodak parts, and taken steps to restrict the availability of used machines. Respondents also allege that Kodak's control over the parts market has excluded service competition, boosted service prices, and forced unwilling consumption of Kodak service. Respondents offer evidence that consumers have switched to Kodak service even though they preferred ISO service, that Kodak service was of higher price and lower quality than the preferred ISO service, and that ISOs were driven out of business by Kodak's policies. Under our prior precedents, this evidence would be sufficient to entitle respondents to a trial on their claim of market power. To review Kodak's theory, it contends that higher service prices will lead to a disastrous drop in equipment sales. Presumably, the theory's corollary is to the effect that low service prices lead to a dramatic increase in equipment sales. According to the theory, one would have expected Kodak to take advantage of lower priced ISO service as an opportunity to expand equipment sales. Instead, Kodak adopted a restrictive sales policy consciously designed to eliminate the lower priced ISO service, an act that would be expected to devastate either Kodak's equipment sales or Kodak's faith in its theory. Yet, according to the record, it has done neither. Service prices have risen for Kodak customers, but there is no evidence or assertion that Kodak equipment sales have dropped. Respondents offer a forceful reason why Kodak's theory, although perhaps intuitively appealing, may not accurately explain the behavior of the primary and derivative markets for complex durable goods: the existence of significant information and switching costs. These costs could create a less responsive connection between service and parts prices and equipment sales. For the service market price to affect equipment demand, consumers must inform themselves of the total cost of the â€Å"package† — equipment, service and parts — at the time of purchase; that is, consumers must engage in accurate life cycle pricing. Lifecycle pricing of complex, durable equipment is difficult and costly. In order to arrive at an accurate price, a consumer must acquire a substantial amount of raw data and undertake sophisticated analysis. The necessary information would include data on price, quality, and availability of products needed to operate, upgrade, or enhance the initial equipment, as well as service and repair costs, including estimates of breakdown frequency, nature of repairs, price of service and parts, length of â€Å"downtime† and losses incurred from downtime. Much of this information is difficult — some of it impossible — to acquire at the time of purchase. During the life of a product, companies may change the service and parts prices, and develop products with more advanced features, a decreased need for repair, or new warranties. In addition, the information is likely to be customer specific; lifecycle costs will vary from customer to customer with the type of equipment, degrees of equipment use, and costs of downtime. Indeed, respondents have presented evidence that Kodak practices price discrimination by selling parts to customers who service their own equipment, but refusing to sell parts to customers who hire third party service companies. Companies that have their own service staff are likely to be high volume users, the same companies for whom it is most likely to be economically worthwhile to acquire the complex information needed for comparative lifecycle pricing. A second factor undermining Kodak's claim that â€Å"supracompetitive† prices in the service market lead to ruinous losses in equipment sales is the cost to current owners of switching to a different product. If the cost of switching is high, consumers who already have purchased the equipment, and are thus â€Å"locked in,† will tolerate some level of service price increases before changing equipment brands. Under this scenario, a seller profitably could maintain â€Å"supracompetitive† prices in the aftermarket if the switching costs were high relative to the increase in service prices, and the number of locked in customers were high relative to the number of new purchasers. Moreover, if the seller can price discriminate between its locked in customers and potential new customers, this strategy is even more likely to prove profitable. The seller could simply charge new customers below marginal cost on the equipment and recoup the charges in service, or offer packages with life time warranties or long term service agreements that are not available to locked-in customers. Respondents have offered evidence that the heavy initial outlay for Kodak equipment, combined with the required support material that works only with Kodak equipment, makes switching costs very high for existing Kodak customers. And Kodak's own evidence confirms that it varies the package price of equipment/parts/service for different customers. In sum, there is a question of fact whether information costs and switching costs foil the simple assumption that the equipment and service markets act as pure complements to one another. We conclude, then, that Kodak has failed to demonstrate that respondents' inference of market power in the service and parts markets is unreasonable, and that, consequently, Kodak is entitled to summary judgment. It is clearly reasonable to infer that Kodak has market power to raise prices and drive out competition in the aftermarkets, since respondents offer direct evidence that Kodak did so. It is also plausible, as discussed above, to infer that Kodak chose to gain immediate profits by exerting that market power where locked in customers, high information costs, and discriminatory pricing limited and perhaps eliminated any long term loss. The alleged conduct — higher service prices and market foreclosure — is facially anticompetitive and exactly the harm that antitrust laws aim to prevent. Respondents also claim that they have presented genuine issues for trial as to whether Kodak has monopolized or attempted to monopolize the service and parts markets in violation of  § 2 of the Sherman Act. â€Å"The offense of monopoly under  § 2 of the Sherman Act has two elements: (1) the possession of monopoly power in the relevant market and (2) the willful acquisition or maintenance of that power as distinguished from growth or development as a consequence of a superior product, business acumen, or historic accident. † The existence of the first element, possession of monopoly power, is easily resolved. As has been noted, respondents have presented a triable claim that service and parts are separate markets, and that Kodak has the â€Å"power to control prices or exclude competition† in service and parts. Monopoly power under  § 2 requires, of course, something greater than market power under  § 1. Respondents' evidence that Kodak controls nearly 100% of the parts market and 80% to 95% of the service market, with no readily available substitutes, is, however, sufficient to survive summary judgment under the more stringent monopoly standard of  § 2. The second element of a  § 2 claim is the use of monopoly power â€Å"to foreclose competition, to gain a competitive advantage, or to destroy a competitor. † If Kodak adopted its parts and service policies as part of a scheme of willful acquisition or maintenance of monopoly power, it will have violated  § 2. As recounted at length above, respondents have presented evidence that Kodak took exclusionary action to maintain its parts monopoly and used its control over parts to strengthen its monopoly share of the Kodak service market. Liability turns, then, on whether â€Å"valid business reasons† can explain Kodak's actions. Kodak contends that it has three valid business justifications for its actions: â€Å"(1) to promote interbrand equipment competition by allowing Kodak to stress the quality of its service; (2) to improve asset management by reducing Kodak's inventory costs; and (3) to prevent ISOs from free riding on Kodak's capital investment in equipment, parts and service. † Factual questions exist, however, about the validity and sufficiency of each claimed justification, making summary judgment inappropriate. As respondents argue, Kodak's actions appear inconsistent with any need to control inventory costs. Presumably, the inventory of parts needed to repair Kodak machines turns only on breakdown rates, and those rates should be the same whether Kodak or ISOs perform the repair. More importantly, the justification fails to explain respondents' evidence that Kodak forced OEMs, equipment owners, and parts brokers not to sell parts to ISOs, actions that would have no effect on Kodak's inventory costs. None of Kodak's asserted business justifications, then, are sufficient to prove that Kodak is â€Å"entitled to a judgment as a matter of law† on respondents'  § 2 claim. In the end, of course, Kodak's arguments may prove to be correct. It may be that its parts, service, and equipment are components of one unified market, or that the equipment market does discipline the aftermarkets so that all three are priced competitively overall, or that any anticompetitive effects of Kodak's behavior are outweighed by its competitive effects.. Accordingly, the judgment of the Court of Appeals denying summary judgment is affirmed.

Becoming a Citizen of Trinidad and Tobago

CONTENTS Definition of Personality†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 How a person becomes a citizen in Trinidad and Tobago†¦.. 3 Roles of a Citizen †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Qualities of an outstanding citizen †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Pictures of Document †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 DEFINITION OF PERSONALITY: According to the American Psychological Association, personality refers to the individual differences in characteristic patterns of thinking, feeling and behaving. These patterns can be observed amongst all living organisms within the universe. Personality is the essential character of a person and is that aspect of every human being that impresses others. HOW A PERSON BECOMES A CITIZEN OF TRINIDAD AND TOBAGO: This is the complete legal process of becoming a Trinidad and Tobago citizen- 1. A person must apply to be a citizen at through the ministry of national security. 2. You must fulfill these criteria: * The spouse of a resident or citizen of Trinidad and Tobago. * The parent or grandparent of a resident or citizen of Trinidad and Tobago who resides in the country and is willing and able to provide care and maintenance for you. * Working in Trinidad and Tobago under a Work Permit for five or more continuous years at the time of application. However, a former resident or citizen of Trinidad and Tobago who wishes to obtain residency again would have to: * Obtain a Police Certificate of Character from all countries of residence within the last five years and from Trinidad and Tobago. Please follow the link below for information on obtaining a Police Certificate of Character from Trinidad and Tobago. Certificates must not be dated more than six months before the date of application. * Have legally entered the country if you are currently living in Trinidad and Tobago. Not be in a prohibited class as outlined in Section 8(1) of Immigration Act. The Immigration Act can be viewed in its entirety on the Ministry of National Security's Immigration Division website. 3. You must obtain and complete two copies of a â€Å"P&I 6 Form† from one of the offices below, or from any Trinidad and Tobago overseas mission. These are available at: 1. Citizenship and Immigration Section Temple Court 31-33 Abercromby Street, Ground Floor Port of Spain Trinidad, West Indies Phone: (868) 623-2441-5 Fax: (868) 625-9405 E-Mail:  [email  protected] ov. tt 2. Immigration Office Port Authority Building Milford Road Scarborough Tobago, West Indies Tel: (868) 639-2681 Fax: (868) 639-1868 3. Both copies of the application form should be completed in accordance with the included instructions and returned in person, together with all required documentation. REQUIRED DOCUMENTATION: * Four identical passport-sized photos taken within the last six months. * Birth Certificate and supporting Affidavit, if necessary (original and one copy). * Marriage Certificate, if applicable (original and one copy). Police Certificate of Character from previous counties of residence within the last five years and from Trinidad and Tobago, dated not more than six months from the date of application. * Work Permits issued in the name of the applicant for five years (original and one copy). * Job Letter or, if self-employed, evidence of registrat ion of Company and letter indicating nature of employment and income. * Financial statements reflecting any investment accounts, bank accounts or credit union accounts dated not more than two weeks before date of application. Tax Clearance Certificate â€Å"B† or â€Å"C†, which can be obtained at the Inland Revenue Department, Trinidad House, St. Vincent Street, Port of Spain. * Photocopies of each utilised page of a valid foreign Passport. The required documentation may vary according to the reason for applying for residency in Trinidad and Tobago. 4. The following fees are payable upon approval of an application for Resident Status: * Nationals of Caribbean Community (CARICOM) countries pay TT$400. 00. Nationals of non-CARICOM countries pay TT$1000. 00. Payment must be made in cash or by certified cheque at: Cashier's Unit Ground Floor, Ministry of National Security 31-33 Abercromby Street, Port of Spain Trinidad, West Indies The Cashier's Unit is open Monday throug h Friday from 8:00 am to 2:30 pm, except public holidays. If application was made at an Overseas Mission you are required to enter Trinidad and Tobago once your Resident Status is approved to pay your fees and to collect your Certificate of Resident Status. AFTER APPLICATION: All applications are placed in a queue in the order in which they are received. Staff from the Citizenship and Immigration Section will review each application and, if necessary, request omitted information. Once an application is deemed to be complete, the Ministry will send written notification to the applicant of the date and time he or she has been scheduled for an interview. During the interview, an Immigration Officer will determine if the applicant qualifies for Resident Status. After the interview, the Ministry will send the applicant written notification of the final decision regarding his or her application for Resident Status. The period of time from when you apply to final decision may vary from one to four years. ROLES OF A CITIZEN: As a citizen of Trinidad and Tobago many roles must be played. There are rights and responsibilities that are required in order to fulfill the position of a legal Trinidad and Tobago resident. The rights, roles and responsibilities of a citizen are available in the Trinidad and Tobago constitution. These rights are: the right of the individual to life, liberty, security of the person and enjoyment of property And the right not to be deprived thereof except by due process of law; * the right of the individual to equality before the law and the protection of the law; * the right of the individual to respect for his private and family life; * the right of the individual to equality of treatment from any public authority in the exercise of any functions; * the right to join political parties and to express political views; * the right of a parent or guardian to provide a school of his own choice for the education of his child or ward; * freedom of movement; * freedom of conscience and religious belief and observance; * freedom of thought and expression; * freedom of association and assembly; and * Freedom of the press. QUALITIES OF AN OUTSTANDING CITIZEN: An outstanding citizen must display characteristics that have a positive and significant impact on the country. Becoming a good citizen in take obeying the law, voting, paying attention to government and politics, donating money to help others, volunteering to help others and helping with problems and issues within society. Excelling at these and other duties amongst society creates the perfect example of what an outstanding model citizen can be. Being an outstanding citizen comes with great results. Awards and privileges are given with the act of outstanding citizenry and a rich and prosperous lifestyle awaits the achiever.