Microsoft Office and Figure

Table of Contents Introduction This session is targeted at those who wish to learn the new key features of MS Word 2007. It will cover use of the ribbon, adding tools to the Quick Access Toolbar and using live preview before making selections. By the time you have completed this session you should be able to: 1. Work with the new ribbon in Word 2007 2. Add tools to the Quick Access Toolbar 3. Use the Office Button 4. Use Live Preview and make selection 5. Create, save and format a document 6. Indent paragraphs and change line spacing 7. Create bullet and number list 8.Change format of bullets and number list 9. Apply borders and shading to paragraphs 10. Add a header or footer and page numbers to documents 11. Select tools from the Mini Toolbar 12. Work with Super tool tips 13. Use Launchers to display dialog boxes 14. Create and modify tables 15. Add and remove items from the Status Bar 16. Select Word Options 17. Understand the new file formats 18. Use the Compatibility Checker 19. Understand and apply the different security features Documents needed for practical are contained within the EssentialsInWord folder on the desktop or download from http://www. qub. ac. k/student Click on the Training Materials link (under Useful Information), scroll down to Microsoft Office 2007. Click on the Zip files for Word Essential. zip and download either to desktop or H drive. Right click on the zip file and select Extract All (or unzip to here) This practical should take you approximately 2 hours to complete Microsoft Word’s 2007 Ribbon When Word 2007 is first opened, a new blank document is automatically created. The ribbon displayed across the top of the screen replaces the old toolbars and menus. The ribbon is divided into eight tabs (if Developer tab is shown), plus an additional tab if add-ins are being used.The number of items shown in the ribbon will vary depending on the size and resolution of the monitor. For example, figure 1 below shows four heading styl es on the ribbon, whereas a larger monitor with a higher screen resolution would display six or more heading styles. By clicking on the downward arrow to the right of the styles, the full range of styles will be displayed. By selecting the tabs across the top of the ribbon, i. e. Insert, Page Layout, References, Mailings, Review and View, a different section of the ribbon will be displayed.Notice that the Home ribbon/tab contains many of the tools previously displayed on the Standard and Formatting toolbars. Figure [ 1 ]: The Ribbon (Home Position) To hide the ribbon, (which will allow more room on the screen) double click one of the tabs across the top. To access a tool from the collapsed ribbon, click once on the tab to expand the ribbon and select the tool. To bring the ribbon back, double click on a tab or use the keyboard option Ctrl+F1. Note that when the ribbon is collapsed it is possible to use the Alt key on the keyboard to show the shortcut keys.For example Alt+N will acce ss the Insert tab. See . Figure [ 2 ]: Short Cut Keys for Ribbon ————————————————- Across the top of the ribbon (or just below it), at the left hand side of the Title Bar, you will notice the Quick Access Toolbar (see figure 3). To add tools from the ribbon to the toolbar, right click on the tool and select Add to Quick Access Toolbar. Note: tools on the Quick Access Toolbar are saved to the computer, therefore if you use a different computer, you will not be able to access tools saved earlier. Figure [ 3 ]: Quick Access ToolbarMany of the tools contained in the earlier Edit menu, can now be accessed from the Office Button See figure 4 for list. Note that if the current document is saved on a SharePoint server, there will also be a Server Tasks button, between Publish and close. 1. ———————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click on the Office Button 2. ————————————————- Right click on the Save icon 3. ————————————————- Select Add to Quick Access Toolbar Note: If the tool is already on the Quick Access Toolbar, the option will be unavailable.If this is the case, select another tool of your choice to add to the toolbar. Office Button Click on the arrows to see an extended menu in each case Live Preview Live Preview shows formatting results on text such as heading styles, font colour, background colour, etc, without actually clicking on the choice. For example by highlighting text and moving the mouse over the styles, on the Home tab, a preview of the effect of each style will be displayed without actually selecting the style. Note that not all fo rmatting options use live preview.Click on the Office Button and select Open Browse to where you have saved the Word Essentials folder and open the document ECDL Leaflet Select the first heading ECDL and ECDL Advanced Ensure the Home tab is selected and move the cursor over the heading styles Notice how the heading changes to allow a preview (without clicking on a style). Click the downward arrow to the right of the styles to access the full range. Select Heading1 style by clicking on it. (Note: the name of the style will appear as you move the cursor over each style). Bullets and Numbering 1. ———————————————— Under the heading Why Study for an IT Qualification, select the five lines of text after By studying for the ECDL at Queen’s†¦Ã¢â‚¬ ¦ 2. ——————————————â€⠀Ã¢â‚¬â€- Select the Bullets tool from the Paragraph group on the Home tab. 3. ————————————————- Scroll down to the heading What will you learn and select the seven lines of text beginning Basic Concepts of IT and select the Numbering tool from the Paragraph group. 4. ————————————————-Under the heading Moving forward with ECDL Advanced, select the text Word processing, down to Presentations and select the bullets tool. 5. ————————————————- To change the style of numbering or bullets, select the last list you created and click on the downward arrow to the right of the bullet or number tool 6. ———————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Choose a style or select Define New Bullet to choose a picture/symbol. See figure 5. (Note Live Preview of bullets before selection) : Change Bullet types * Note: within the Paragraph group there is also a Multilevel list.See figure 6, which is a useful feature for creating sub level lists. Also under the font group there is a tool to remove all formatting from a document. See figure 7. : Multilevel List : Clear Formatting Borders and Shading 1. ————————————————- Ensure the Home tab is selected. 2. ————————————————- Select the last paragraph in the document beginning ECDL and ECDL Advanced and click on the downward arrow beside the Border tool (on the Paragraph group). See figure 8. 3. — ———————————————-Select Outside Borders, see figure 8. Figure [ 7 ]: Border 4. ————————————————- With the paragraph still selected click on the downward arrow beside the Shading tool (next to the border tool) on the Paragraph group. 5. ————————————————- Select a shade of grey, i. e. 25% * The MiniBar/Mini Toolbar Select any line of text in the ECDL leaflet document. Notice that the mini toolbar appears. See Figure 9. At first the toolbar will be quite faint but as the cursor is moved closer to the toolbar it becomes more solid.Moving the cursor off the mini toolbar and back may cause it to disappear. Right click on the selected text and it will reappear. Note t hat the mini toolbar does not produce live preview results. Figure [ 8 ]: Mini Toolbar By right clicking on text such as bullets or numbering, extended shortcut options will appear (see figure 10). Figure [ 9 ]: Extended Short Cut Menu * Super Tooltips Move the cursor over the tools on the ribbon. Notice that an extended tool tip appears. For example in Figure 11 below, the mouse was hovered over the Format Painter tool. In most cases the keyboard short cut keys also appear.Figure [ 10 ]: Super Tooltip for Format Painter * Dialog Boxes and Launchers Dialog boxes can be displayed in several ways. One example is to use the launchers. These are indicated by the small arrow in the lower right hand corner of ribbon groups, see figure 12. Click on the launcher to open the dialog box. Note that not a lot of changes have been made to dialog boxes in Word 2007 see figures 13a and 13b for one example. Figure [ 11 ]: Launcher Launcher Figure [ 12 ]a: Paragraph in 2007 Figure 13b: Paragraph in 2003 The Insert RibbonClick on the Office Button and create a new blank document. Click on the Insert tab to display the insert section of the ribbon, see figure 14. Figure [ 13 ]: Insert Ribbon From the Pages group there is the option to insert a cover page, a blank page or page break. Section breaks can now be accessed from the Page Layout tab (covered later). Note that page breaks can also be accessed from the Page Layout tab. Tables Click on the downward arrow under tables and select a three column by three row table. See figure 15. Alternatively select Insert Table to make your selection. See figure 15. Figure [ 14 ]: Insert TableThree columns by three rows Note the table tools in the ribbon with Design and Layout tabs. See figure 16 with Design tab selected and Figure 17 with Layout tab selected. Design tab Layout Table Tools Border Launcher Figure [ 15 ]: Table Tools (Design) 1. ————————————â €”———- Click into the first cell of the table and ensure the Layout tab is selected (see figure 17) 2. ————————————————- Select the top row of the table and click on the Merge Cells button within the Merge group 3. ————————————————-Select the Design tab and from the table styles (use the arrow key to the right of the styles), select Light List Accent 2 style, i. e. move the cursor over the styles and a name box will appear. Figure [ 16 ]: Table Tools (Layout) 1. ————————————————- Select the table and with the Design tab still selected, click on the Draw Borders launcher (see figure 16) to access the full range of borders and sha ding options. Alternatively click the downward arrows next to the borders and shading buttons to see the full range of options (within table styles of the Design tab). 2. ———————————————— Select All borders 3. ————————————————- Select 1 point width for the border and the colour blue. 4. ————————————————- Right click within a table cell to bring up additional options such as insert row/column, delete row/column, etc. See figure 18. 5. ————————————————- Alternatively, select the Layout tab, see figure 17 to insert rows, columns, delete table, et c. 6. ————————————————- Using figure 19 as a guide, complete the remaining cells within the table. . ————————————————- Save the document as Table Example within the WordEssentials folder and close the document. Figure [ 17 ]: Table options Courses Microsoft Office 2007 Training Courses| October| Word| Essentials| October| Excel| Essentials| October| PowerPoint| Essentials| October| Access| Essentials| November| Word| Advanced| November| Excel| Advanced| November| PowerPoint| Advanced| November| Access| Advanced| A range of other course are available in each Microsoft application Shapes and SmartArt Click on the Office button and create a new document and ensure the Insert tab is selected.The Illustrations group on the Insert tab has buttons for inserting pictures , ClipArt, Shapes and Charts, there is also an option to use SmartArt which is a new feature on the Insert ribbon. 1. ————————————————- Click on the downward arrow below shapes. A range of shapes, lines, arrows are available. See figure 18. Note the option New Drawing Canvas at the bottom of the list (this appeared automatically in Word 2003) 2. ————————————————- Select three flow chart shapes of your choice and draw them on the page, one beneath the other.Draw connecting lines from the first shape to the second and a line from the second to the third shape. Figure [ 18 ]: Shapes 1. ————————————————- With the Insert tab still selected, click on Blank Pa ge (from the Pages group). 2. ————————————————- Click on the SmartArt control and browse through the different categories down the left hand side. See figure 21 3. ————————————————- Select Block cycle from the Cycle category and click OK. See figure 21 with block cycle selected. Note the SmartArt ribbon appears.See figure 22. Figure [ 19 ]: SmartArt Figure [ 20 ]: SmartArt Ribbon Add Shape Change Colours 4. ————————————————- Click into each area of the cycle in turn and type the tasks associated with completing the ECDL qualification. See figure 23. 5. ————————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click anywhere on the page when the cycle is complete. To access the SmartArt ribbon, double click on the shape and it will reappear. 6. ————————————————- To change the colour of the cycle, click on the Change Colours control, see figure 22. 7. ———————————————— To delete a shape, select the shape and press delete on the keyboard. 8. ————————————————- To insert a shape, select a shape next to where you want the new shape and click on Add Shape, see figure 22 9. ————————————————- To change the layout use the arrows to the right of the Layouts group and click a layout to select. 10. ————————————————- To change the SmartArt style, click on the arrows to the right of the Styles group and click the style to select. Figure [ 21 ]: Steps to complete ECDLNote: for more advanced features of SmartArt, see Advanced courses in Word and PowerPoint. Headers and Footers 1. ————————————————- Ensure the Insert tab is selected. Click the downward arrow under Header, (within the Header & Footer group) to see the full range of header styles. Click the arrow beneath Footer and Page Number to view the styles available. See figure 24. 2. ————————————————- Click on the Footer button and s elect Alphabet style. Type your name in the [Type Text] box. The page number will appear on the right of the footer. . ————————————————- Notice the view of the ribbon/tab has changed, i. e. a design tab for header and footer appears. See figure 25. 4. ————————————————- Click Close Header and Footer (see figure 25). Note: Another way to access headers or footers is to double click the header or footer area of the page. Figure [ 22 ]: Headers and Footers Note: When in the header or footer area the header and footer tools/controls appear, see figure 25. To return to the main document, click the Close Header and Footer button see figure 25.Figure [ 23 ]: Header and footer tools Quick Parts and Building Blocks Quick Parts and Building Blocks provide a menu of reusable document parts, for example headers, footers, cover page, tables, etc. 1. ————————————————- With the Insert tab selected, click on Quick Parts from the Text group. Any quick parts created will be displayed. In figure 26 below, a cover sheet for IT courses has been created and saved as a quick part. 2. ————————————————- Click on Building Blocks Organizer to see the full list and type.Select a building block and note the preview displayed. To use a building block, select it and click Insert Figure [ 24 ]: Quick Parts 1. ————————————————- With the Building Blocks Organizer open, click on the heading Name, to sort items by name. To sort by Gallery, Categor y or Template, click on the particular heading. 2. ————————————————- Select one of the building blocks and click Edit properties. The Modify Building Block box opens (see figure 27). Changes can be made, click OK Figure [ 25 ]: Modify Building Blocks 1. ———————————————— To add a document part to Quick Parts or Building Blocks, select the item (for example to create a heading with QUB logo): 2. ————————————————- Ensure the Insert tab is selected, click Header and select Edit Header 3. ————————————————- Click on Picture within the Insert tab and insert Logo_QUB from the folder saved to your desktop. 4. ————————————————- Click on the downward arrow next to Quick Parts and select Save selection to Quick Part Gallery (see figure 27). . ————————————————- Type a name for the Quick Part, i. e. QUBLogo, select the Header gallery from the drop down list. See figure 28 Figure [ 26 ]: Create Quick Part 1. ————————————————- Open a new blank document 2. ————————————————- Click on the arrow next to Quick Parts and select Building Blocks Organizer 3. ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click on Name to sort by name and scroll down to QUBLogo 4. ————————————————- Click Insert The Page Layout RibbonClick the Page Layout tab to display the page layout section of the ribbon, see figure 29. Figure [ 27 ]: Page Layout Ribbon Margins 1. ————————————————- Ensure the ECDL Leaflet document is opened. 2. ————————————————- Within the Page Setup group, click the downward arrow under Margins, to change the margins of the document 3. ————————————————- Note t he range of page set up styles provided but in this case choose Custom Margins 4. ————————————————- Change the top margin to 3. cm and the bottom to 3. 00 cm (see figure 30). 5. ————————————————- Note the option to change page orientation (leave as Portrait) 6. ————————————————- Click OK Figure [ 28 ]: Page Set up Indents and Spacing 1. ————————————————- Select the first paragraph of text under the heading â€Å"Is your CV missing something? † 2. ———————————â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Ensure the Page Layout tab is selected and click on the launcher button to the right of the Paragraph group (see figure 12 for launcher button) 3. ———————————————— Ensure the Indents and Spacing tab is selected and from Special select First line indent (see figure 31). 4. ————————————————- Change the line spacing to 1. 5 lines with 10 pt spacing after the paragraph (see figure 31). Click OK Figure [ 29 ]: Indents and Line Spacing As mentioned earlier section breaks can be inserted from the Page Layout tab, from within the Page Setup group, (click the arrow beside Breaks to select section breaks), see figure 29. The References Ribbon Click on the References tab to display the ribbon, see figure 32.The References tab is used f or working with long documents, i. e. generating a table of contents and index, inserting footnotes and endnotes, inserting captions for tables and figures, etc. It will not be covered in this practical. Figure [ 30 ]: References Ribbon The Mailings Ribbon Click on the Mailings tab to display the ribbon, see figure 33. Tools on the Mailings tab are used to create mail merged documents, labels and envelopes. A document has been created named ExamResults containing student exam results (three topics) for seven students. Figure [ 31 ]: Mailings Ribbon 1. ————————————————-Open the document StudentResults and ensure the Mailings tab is still selected 2. ————————————————- Click on the Start Mail Merge button and select Normal Word document 3. ———â €”————————————- Click on the downward arrow next to Select Recipients and choose Use Existing List 4. ————————————————- Browse to the WordEssentials folder and select the file ExamResults. Click Open 5. ————————————————- Position the cursor after the text Student Name and click on the downward arrow beneath Insert Merge Field 6. ———————————————— Select Student Title (see figure 34), leave a space and repeat, inserting Student_First_Name and Student_Surname 7. —————————————†”——- Position the cursor in the first blank cell of the table (beneath Module Result) 8. ————————————————- Insert fields for Introduction to Pure Maths, 9. ————————————————- Repeat point 8 above for Applied Maths and Programming (should resemble figure 35) Figure [ 32 ]: Insert Merge Field Merged Fields 10. ————————————————-Click on Finish and Merge 11. ————————————————- Click Edit Individual documents, select OK 12. —————————————— ——- Exam results for 7 students should be completed. The Review Ribbon Click on the Review tab to display the ribbon, see figure 36. The Tracking group is used to track changes made to a document and the Changes group is used to accept or reject changes. These will not be covered in this practical. The spell and grammar checker, thesaurus word count and translate tools can be accessed from the Proofing group of the Review tab.To spell check the ECDL leaflet, click on Spelling & Grammar. As with previous versions of Word, suggestions will be given, along with the option to add to dictionary. Figure [ 33 ]: Review Ribbon Proofing group The View Ribbon Click on the View tab to display the ribbon, see figure 37. Within the Document Views group the various views with text description is displayed. Also note the views are displayed in the status bar across the bottom of the window. Figure [ 34 ]: View Ribbon Developers Ribbon To show the Developers ribbon, click on the Offic e Button and select Word Options.Ensure the Show Developer tab in ribbon is ticked. See figure 38. The Developers tab is not covered in this practical. Figure [ 35 ]: Show Developer Tab in Ribbon Click on the Developer tab to display the ribbon, see figure 39. Figure [ 36 ]: Developer Tab * The Status Bar The Status Bar is positioned across the bottom of the window, see figure 40. There are over 20 choices on the bar, see figure 41. To display the Customize Status Bar dialog box, right click on the Status Bar. Items with a tick beside them will appear on the Status bar. To add an item, click on it. To remove an item, click on the ticked item.Figure [ 37 ]: Status Bar Figure [ 38 ]: Status Bar Options Word Options Previously Word options were accessed from the Tools menu by selecting Options. Word Options is now accessed by clicking on the Office button and selecting Word options. The Word Options menu will then appear. See figure 42. Click on the tabs down the left hand side to acce ss features associated with the tab. In figure 42, the Popular tab is selected showing the top options for working with Word. Figure [ 39 ]: Word Options Customize Quick Access Toolbar 1. ————————————————-With Word options still open, click on Customize 2. ————————————————- Click on the downward arrow next to Choose Commands From (see figure 43). Notice all the tabs are listed along with options to add tools not displayed on the ribbon. 3. ————————————————- Select the Insert Tab and select Convert Text to Table. See figure 43 4. ———————————————â€⠀- Click the add button to add the tool to the Quick Access Toolbar 5. ————————————————- Click OK. See figure 43Figure [ 40 ]: Add to Quick Access Toolbar File Formats Most Word files created in 2003 can still be opened in 2007. Word 2007 uses four file extensions: 1. .docx – file ending for ordinary Word 2007 documents 2. .docm – file ending for macro enabled documents 3. dotm – file ending for Word 2007 templates (does not contain macros) 4. .dotm – file ending for macro enabled templates By clicking on the Office Button and selecting Save As, you have the option to save as a Word Document (2007 version), Word Template, Word 97-2003 or select Other Formats, see figure 29.Even if the document is saved in Word 2007 format, Word 97/2003 users can still open it if they have downloaded the compatibility pack from Microsoft online. Figure [ 41 ]: F ile Formats Note: Word’s . doc used binary, whereas . docx uses XML. .docx creates smaller files than . doc and are less likely to become corrupt. Use SaveAs to save one type of document as another Save the Document 1. ————————————————- Click on the Office Button and select Save As 2. ————————————————- Save the document as ECDL Information (notice the file ending), see figure 45 3. ———————————————— Save it in the WordEssentials folder, see figure 45 4. ————————————————- Close the application Figure [ 42 ]: Save Compatibility Checker Pro vided Word 2000-2003 users download the free Office 2007 compatibility pack, they will be able to read and write to Word 2007 files. Occasionally users will get a message stating that certain features might be lost when converting between these different formats. Word automatically runs compatibility checks if a document is being saved in a different format from the current one.If you prefer, you can run a compatibility check at any time to find out if features would be lost in saving to another file format. To run the compatibility checker, click on the Office button and select Prepare, Run Compatibility Checker. See figure 46 Figure [ 43 ]: Run Compatibility Checker Ensure the Check compatibility when saving in Word 97-2003 formats check box is ticked. See figure 47. If the checker is turned on, whenever you use a feature in Word 2007 that is not supported in Word 97-2003 the Compatibility Checker will pop up highlighting the issue, see figure 48. Figure [ 44 ]: Compatibility Chec kerSecurity Features There are a range of different types of protection methods that can be used with Word 2007 Restricting Permission: Information Rights Management: This option allows users to access Microsoft’s service to restrict access to those who can open or make changes to a document. Click on the Office Button, select Prepare, Restrict permission and Restricted Access, see figure 48. Note you may need to download the software from Microsoft (see figure 47) and sign up to the service the first time you use it, see figure 50. Figure [ 45 ]: Restricted Access Figure [ 46 ]: Information Rights ManagementAt this stage it is a free trial service but it is possible Microsoft might charge for the service in the future. Figure [ 47 ]: Sign Up Style Formatting, Tracked changes, comments and filling forms Restrictions * Restricts formatting to particular styles * Protection is by password * Accessed from Review ribbon, Protect Document, Restrict Formatting and Editing (see figu re 51). * Make selection from Restrict formatting and Editing pane, see figure 52. Figure [ 48 ]: Formatting Restrictions Limit formatting to a selection of styles – tick box Figure [ 49 ]: Restrict Formatting and EditingSelect type of editing allowed from drop down list Click Yes, Start Enforcing Protection to enter password Password to Open/modify Click the Office Button, select Save As – Tools – General Options and enter the password to either open and modify or modify only, see figure 53. Figure [ 50 ]: General Options Inspect Document To inspect a document to see if it contains personal data or comments, click the Office Button, select Prepare, Inspect Document. Click Inspect on the Document Inspector, see figure 54. Figure [ 51 ]: Inspect Document Mark as Final A document can be marked as final if it had no further modifications to be made.This option will render the document read only. Users with Word 2007 can remove the feature if necessary. Users with e arlier versions of Word, even with the compatibility pack won’t even see the file as Read Only. Word Help To access Word help, click on the question mark at the right hand top of the window. Type keyboard shortcuts in the box provided and click on Search. See figure 55. Links to a range of possible solutions will be provided. See figure 55 Figure [ 52 ]: Help The Get Started Ribbon For additional help on using the Office 2007, download to your own computer the Get Started ribbon (also provided for Excel, PowerPoint).See figure 56. A range of interactive materials, videos, online training and discussion forum is provided. See figure 56. To download the Get Started Ribbon (when you return to your own computer), open a web browser and go to http://office. microsoft. com/en-us/help/HA102146851033. aspx Figure [ 53 ]: Get Started Ribbon Bibliography TitleAuthor(s)Publisher Goal Directed Project ManagementE S. Anderson et al. Kogan Page & Coopers & Lybrand, 1987 The Handbook of Pro ject ManagementTrevor L YoungInstitute of Directors, 1999 Introducing Prince – The Structured Project Management MethodC. BentleyNCC Blackwell, 1992Project Management – 5th EditionDennis LockGower, 1994 Project Management – A Managerial Approach 4th EditionJ. R. Meredith & S. J. Mantel, Jr. John Wiley and Sons Inc, 2000 Project Management – A Systems Approach to Planning, Scheduling, and ControllingHarold KerznerJohn Wiley and Sons, Inc, 1998 Project Management ToolsJacques SurveyerSoftware Development Magazine, July 1997 Project Management for the 21st CenturyB. P. Lientz & K. P. ReaAcademic Press, 1998 Project SkillsSam Elbeik & Mark ThomasButterworth Heinemann, 2000 Step by Step – Microsoft Project 2000C. S. Chatfield & T. D. JohnsonMicrosoft Corporation, 2000

Accident Report

INCIDENT REPORT INSTRUCTIONS Northwestern University ? Vice President for Research ? University Safety Committees ? Office for Research Safety ***A sample completed form is appended to these instructions. *** When to Submit an Incident report An incident report must be delivered to the Office for Research Safety within five days of the incident. Reports are reviewed by the Chemical and Biological Safety Committee, or the Radiation Safety Committee. ? An incident is defined as any unplanned and unwanted event that occurred during the performance of work activities and that resulted in or could have led to injury or material damage to property.Incident repercussions range from minor (e. g. , a broken mercury thermometer) to significant (e. g. , a 5-gallon bottle of sulfuric acid dropped in a heavy-traffic hallway). ? An Incident Report is appropriate for â€Å"near misses,† incidents not resulting in personal harm or property damage, but which might have, under slightly differen t circumstances. ? The Incident Report requires responses from (I) the person involved, (II) any witnesses to the incident, and (III) the Principal Investigator/Supervisor. Attach additional pages if necessary to complete the report.Reports that are not signed by the PI/supervisor will be returned for completion. The committees require input from the supervisor. See completed Example following the instructions. ? Commonly, there are multiple causes in any given incident—all of which should be identified. Provide a complete and detailed response to each question, making a serious attempt to identify all â€Å"root cause(s). † The contributing factors were probably evident, but overlooked or unrecognized previously. These factors become more distinctly identifiable in light of the specifics of the incident A well-planned work process will include multiple layers of safeguards.Once causes are identified at all levels, consider safeguards and procedures that might be chang ed to prevent future incidents. . ? This report is not intended to assign blame; it should be used as a tool to foster recommendations for procedural improvement. A well-prepared report will identify all work systems that need to be redesigned to compensate for foreseeable human errors. Information gleaned from these reports will also be used to improve safety policies. ? The Incident Report is required for all incidents, and must be submitted to theOffice for Research Safety within 5 business days of the incident. Delaying may result results in lost or forgotten details. Your department will be contacted by the Office for Research Safety if an incident report is not received promptly. Incident Response ? Please refer to the Emergency Response Training Fact Sheet Section 6. 3. 4 of Chemical and Biological Safety in Laboratories for definitions of incidental spills you can clean up yourself versus major spills that require assistance, either by ORS or an outside agency. When in doubt , contact ORS for help.Both types of spill require an incident report. ? Emergency Phone Numbers and procedures may be found in your department emergency evacuation plan, your Safety Desk Book, your Employee Safety Handbook, or the Office for Research Safety web page: http://www. research. northwestern. edu/research/ors/emerg/index. htm The Incident Report Form is located at http://www. research. northwestern. edu/research/ORS/online_forms. htm under Laboratory Safety Forms. Incident Report Instructions and Sample Updated 4/18/2007 INCIDENT REPORT SAMPLE Northwestern University ? Vice President for Research ?University Safety Committees ? Office for Research Safety ***Instructions on when and how to complete this form may be found at http://www. research. northwestern. edu/research/ORS/online_forms. htm under Laboratory Safety Forms. *** Hint: Save this file to your computer, complete your section, email a copy to the next person for their part, and when all information has been ent ered, printed, and signed by the Principal Investigator, return it to Tech, NG-71 . I. Report by person involved Name: __Josephine Doe____________ Department: ___Chemistry_________DatePrepared: December 20, 2007__ How long at this job? _3 wks______Position/Title (e. g. , Grad Student, Technician, Post-doc) ___Graduate Student___ Location of Incident: ___Tech G222_________Date/time of incident: _December 18, 2007_ / Principal Investigator/Supervisor: ___Frank Nobel_________________________ 7:30 am_____ A. Describe how the incident occurred. 1. Explain the operation in which you were involved. What were you doing before the incident occurred? What was your goal? What were you doing at the time the incident occurred? What were the conditions of your work?Is this a routine operation? I was washing a volumetric flask. I added a mixture of acid (hydrochloric and nitric) to the flask, a procedure typical in our lab. I was holding the flask and swirling the acid along the inner walls. 2. De scribe the incident in detail. What happened? A reaction occurred inside the flask. I had capped it to prevent spillage. A pressure build-up blew the cap off the flask and sprayed acid on my face. In shock, I dropped the flask on the bench and it shattered, spilling acid on the surface. 3. Describe the sequence of events that followed the incident.How did you respond? I ran to the eyewash at the sink and rinsed my face for approx. 15 minutes, holding my eyes open with my hands. I called UP and requested emergency assistance. Paramedics arrived about 10 minutes after that. 4. Describe any equipment, machinery, or instruments in use at the time of the incident and their potential contribution to the incident. No equipment involved. B. Did you sustain any injuries? What were they? How were they treated? Did you require medical care? Describe the severity of the injury. Page 2 of 5 PagesLimited burns to my face on my forehead and eyelids. I was taken to the emergency room where my face was rinsed again and treated with topical antibiotic cream. I will have to avoid sunlight for a week since I sustained a second-degree burn. C. Was there any property loss or damage? Please elaborate. The flask was broken. The acid permanently stained the work surface. Acid was sprayed as far as 20 feet from the spill site. ORS cleaned the acid contamination. The lab was closed the next morning after the spill because no one could work in the area while ORS decontaminated it.D. Safety Rules and Procedures. 1. Was the use of personal protective equipment (PPE) necessary during the given operation? Was the PPE worn? What did it consist of? I was wearing a lab coat and nitrile gloves but no eye protection. I should have been wearing safety glasses. 2. What type of training did you receive prior to engaging in this operation? Was the training adequate? What did it consist of? I received ORS general safety training when I entered the program my first year. No training since then. Also, n o training in my lab as to specific procedures.I believe I should have annual refresher training. 3. Are there any specific safety rules which apply to this procedure? Were they followed? Are they adequate? No specific rules established for cleaning of glassware. There are rules regarding PPE. Safety glasses are required and I will wear them from now on. 4. Other comments. I was working alone in the lab. I won’t do that again since I could have used help in locating the eyewash. E. Causal Factors 1. What do you perceive to be the causal factors behind this incident?This could include: inadequate management oversight; lack of appropriate safety policy; proper equipment not used, required, or supplied; etc. Lack of a standardized procedure. An adverse reaction between the acid and contaminants was never addressed in training so I didn’t realize it could occur and how to adequately handle the situation. 2. What are your recommendations for preventing recurrence? Better aw areness (training) about the reactions that can occur between chemicals. II. Other Individuals Involved/Witnesses where applicable 1. Name: __None____________________ Position_____________________ _A. Description of Incident – Where were you and what were you doing when the incident occurred? What did you see? Page 3 of 5 Pages Incident Report Instructions and Sample Updated 4/18/2007 B. Additional comments or observations. 2. Name: __________________________ Position_____________________ _ A. Description of Incident – Where were you and what were you doing when the incident occurred? What did you see? B. Additional comments or observations. III. Report by Principal Investigator/Supervisor A. How and when did you learn of the incident? I received a phone call from the student the next day.B. Contributing/Mitigating Factors – What do you perceive to be the causal factors behind this incident? This could include inadequate management oversight; lack of appropriate safety policy; improper procedure; proper equipment not used, required, or supplied; etc. There was a reaction between the acid and an organic contaminant in the glassware. The flask should not have een capped. The capping caused a pressure build-up to occur in the vessel. The student did not consider the possibility since we had not discussed glassware cleaning procedures. C. Immediate corrective action taken.The use of acids for cleaning glassware will be closely evaluated to determine when a less hazardous cleaning agent can be used. To limit the potential for reaction, we will ensure that any gross organic contamination is removed by thorough rinsing and scraping before use of acid. Acid will be restricted to cleaning of trace contamination. When lab personnel clean with acids, regular venting will be performed to prevent pressure build-up. Also, the procedure will be done in a chemical fume hood, utilizing the horizontal sash as a physical barrier against sprays and splashes.D . Additional remediation efforts to prevent future recurrence (and expected date of implementation). We will schedule an in-house training class to review the cleaning procedures and other lab safety policies, especially the rules about wearing of PPE and working alone. Page 4 of 5 Pages E. Comments The student was working an 11-hour day. Fatigue may have been a factor. Workdays will be limited to 10 hours at the most. Principal Investigator/Supervisor Signature: ____________________________________ Page 5 of 5 Pages

SAT Literature Subject Test Information

The Rights Of The United States - 1684 Words

Former U.S. President John F. Kennedy once said, â€Å" Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty†(â€Å"John,† p.1). Indeed, throughout the course of history of United States, peoples’ liberty has been established as the most important aspect of American people. Liberty is understood as a basic right of freedom in which everyone can engage without control or interference by a government or other power. Based on that principle, Selective Incorporation is a process of constitutional law in which some provisions of the Bill of Rights are nationalized to the states through the Fourteenth†¦show more content†¦To clarify, Near was accused of violating a law because he revealed wrongdoings of the local government. Moreover, the trial judge issued an injunction â€Å"preventing Near from publishing the newspaper in the future† (â€Å"Near,† p.36). As is evidenced, Minnesota officials felt the need to stop Near from incriminating their conducts. But obviously, their decision violated Near’s freedom of press which state government have to obey due to â€Å"Due Process Clause of the Fourteenth Amendment† (â€Å"Near,† p.37). Near appealed the case to the U.S. Supreme Court; and the court â€Å"voted 5–4 to declare the Minnesota Gag Law unconstitutional â€Å"(â€Å"Near,† p.37). It is important to realize that through process of selective incorporation, the federal government has the duty to force state government to protect their citizens’ liberties. Similar to Near v. Minnesota, selective incorporation had helped Lawrence Robinson win in Robinson v. California in which the Supreme Court’s decision regarded the Eighth Amendment, the cruel-and-unusual-punishment clause. The issue occurs when Robinson was â€Å"sear ched and questioned† by Officer Brown â€Å"on the streets of Los Angeles† even though â€Å"he was not doing anything wrong† (â€Å"Robinson,†

Gilman Exposed in The Yellow Wallpaper - 1290 Words

Gilman Exposed in The Yellow Wallpaper Charlotte Perkins Gilman’s short story, The Yellow Wallpaper, is the disheartening tale of a woman suffering from postpartum depression. Set during the late 1890s, the story shows the mental and emotional results of the typical rest cure prescribed during that era and the narrator’s reaction to this course of treatment. It would appear that Gilman was writing about her own anguish as she herself underwent such a treatment with Dr. Silas Weir Mitchell in 1887, just two years after the birth of her daughter Katherine. The rest cure that the narrator in The Yellow Wallpaper describes is very close to what Gilman herself experienced; therefore, the story can be read as reflecting the†¦show more content†¦Mitchell’s treatment of the typical female seeking his world famous rest cure. Wagner-Martin states that the rest cure depended upon seclusion, massage, immobility, and overfeeding; . . . [it] had at its root complete mental inactivity (982). Carol Parley Ke ssler, in her essay on Gilman’s life, quotes Dr. Mitchell’s prescription to Gilman as, never touch pen, brush, or pencil (Kessler 158). Gilman subjects her narrator to the same prescription. You can tell from the story that the narrator wants to write and that she thinks that being allowed to do so would help her mental and emotional condition. She says, I think . . . it would relieve the press of ideas and rest me (Gilman 81). Kessler further explains that Dr. Mitchell’s treatment only made Gilman’s depression worse and that eventually she ceased to follow his regimen (158). The character she creates in The Yellow Wallpaper also fantasizes about ending her regimen saying, I wish I could get well faster (Gilman 81). Both seem to view the rest cure as an unwanted interruption in their lives. It should be no surprise then that Gilman draws from her own experience and Dr. Mitchell’s treatment. She even finds a way to incorporate him into the story as a kind of threat to the narrator. The narrator in the story is thinking about the reaction of her husband, who is also a doctor, to her slow convalescence, if I don’t pick up faster he shallShow MoreRelatedInterpretations of Gilmans The Yellow Wallpaper1460 Words   |  6 PagesInterpretations of Gilman’s â€Å"The Yellow Wallpaper†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman is an example of how stories and the symbolism to which they are related can influence the perspective of its readers and alternate their point of view. In the â€Å"Yellow Wall-Paper†, the unknown narrator gets so influenced by her surroundings that she starts showing signs of mental disorder, creating through many years several controversies on trying to find the real causes of her deceaseRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1547 Words   |  7 PagesCharlotte Perkins Gilman s career as a leading feminists and social activist translated into her writing as did her personal life. Gilman s treatment for her severe depression and feelings of confinement in her marriage were paralleled by the narrator in her shorty story, The Yellow Wallpaper. Charlotte Perkins Gilman was born in 1860 in Hartford, Connecticut. Her parents, Mary Fitch Perkins and Fredrick Beecher Perkins, divorced in 1869. Her dad, a distinguished librarian and magazine editorRead MoreIsolation in â€Å"a Rose for Emily† and â€Å"the Yellow Wallpaper†1222 Words   |  5 Pagesâ€Å"A Rose for Emily† by William Faulkner and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman are two well written short stories that entail both similarities and differences. Both short stories were written in the late 1800’s early 1900’s and depict the era when women were viewed less important than men. The protagonist in each story is a woman, who is confined in solitary due to the men in their lives. The narrator in â€Å"A Rose for Emily† is the mutual voice of the townspeople of Jefferson, whileRead MoreYellow Wallpaper Essay999 Words   |  4 PagesThe Yellow Wallpaper† Charlotte Perkins Gilman (Full name Charlotte Anna Perkins Stetson Gilman) American short story writer, essayist, novelist, and autobiographer. The following entry presents criticism of Gilman s short story â€Å"The Yellow Wallpaper† (1892). The short story â€Å"The Yellow Wallpaper,† by nineteenth-century feminist Charlotte Perkins Gilman, was first published in 1892 in New England Magazine. Gilman s story, based upon her own experience with a â€Å"rest cure† for mental illness, wasRead More`` The Yellow Wallpaper `` And `` It s A Girl ``1651 Words   |  7 PagesCharlotte Perkins Gilmans, who wrote â€Å"The Yellow Wallpaper† to challenge the ideals of society and their treatment towards women. Gilman, faced with the discriminatory and prejudiced challenges of her gender, her childhood shadowed and pelted on with poverty, and her mind plagued with the constant, deafening humming of nervous postpartum depression, unambiguously determined that she was going to raise her voice against constant chattering of chauvinist values. â€Å"The Yellow Wallpaper† is a direct echoRead MoreThe Yellow Wallpaper Symbolism Essay901 Words   |  4 Pages In the short story â€Å"The Yellow Wallpaper† which takes place in the late 1800s, focuses on the first person narrator who is an infatuated woman. The disheartening story concentrates on a woman who is suffering from postpartum depression, and as well had mental breakdowns. The narrators husband John, moves her into a home isolated in the country where he wants her to â€Å"rest† and get better from her illness. During the course of being confined in the room with the wallpaper, she learns new things andRead MoreThe Era Of The Feminist Charlotte Perkins Gilman891 Words   |  4 Pagesfeminist Charlotte Perkins Gilman. This was a time when once married the wife became the husband’s property and catered to him, the house and the children. They had the economic power, which women lacked and with that gained all the power and made all the rules. Wives became vulnerable due to this and their lives were totally controlled by their husbands. For many, this resulted in loss of identity. Marriage simply equaled a gentl e kind of slavery. The â€Å"Yellow Wallpaper† by Gilman was based on her experienceRead More Women Being Controlled in The Yellow Wallpaper1091 Words   |  5 PagesThe Yellow Wallpaper Today, women have more freedoms than we did in the early nineteenth century. We have the right to vote, seek positions that are normally meant for men, and most of all, the right to use our minds. However, for women in the late 1800’s, they were brought up to be submissive housewives who were not allowed to express their own interests. In the story, â€Å"The Yellow Wallpaper,† by Charlotte Perkins Gilman, a woman is isolated from the world andRead More Imprisonment of Women Exposed in The Yellow Wallpaper1439 Words   |  6 PagesImprisonment of Women Exposed in The Yellow Wallpaper When asked the question of why she chose to write The Yellow Wallpaper, Charlotte Perkins Gilman claimed that experiences in her own life dealing with a nervous condition, then termed melancholia, had prompted her to write the short story as a means to try and save other people from a similar fate. Although she may have suffered from a similar condition to the narrator of her illuminating short story, Gilmans story cannot be coinedRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1312 Words   |  6 Pagesspecific meaning, or to bring light to certain issues in real life. The short story titled â€Å"The Yellow Wallpaper† was written in 1892 about a woman named Jane who is diagnosed with depression and given a treatment named the â€Å"rest cure.† Charlotte Perkins Gilman created this story based on her experiences with the â€Å"rest cure† and sent it to the creator of the treatment, S. Weir Mitchell, for criticism (Gilman 419). When read, this short sto ry is usually seen through a feminist critical lense, but it can

Role Of Mass Media In Politics Essay Example For Students

Role Of Mass Media In Politics Essay In this discussion I call upon two movies as examples and evidence toexamine the role of mass media in politics. The two movies I will use for thisbasis are The Candidate and All the Presidents Men. Today, the art of governing a society seems to be much dictated orprescribed by what the assemblage of the citizens of the United States say orexpress to the mass media. Thus, the government and politicians listening to and acting upon ourvery wishes and desires. Or looking at this in another point of view; The massmedia relays to us as citizens the news or information about the administrationas conveyed or set forth by the administration as the truth. I believe thatthe majority of the populace would tend to agree more with this second point ofview. The government or politicians of this great country try to appear to havethe semblance of truth or honesty in all of its endeavors. And sometimes it does. However, on occasion within its own discretion,the media investigates and tries to inform us by the televised news, majornewspapers and (large) radio personalities of cover-ups, conspiracies and orwrong doings by our so-called leaders. Are we always told the truth by the massmedia? By the government? By the media speaking for or as directed by thegovernment? Or has the line between truth and lies been so badly blurred inpolitics that we will never know what truly goes on in our political system?The two movies examined, both play in some way on the function of themass media in American politics. We can see how much and how heavily we rely onour televisions, radio shows, newspapers and now the Internet to communicate tous the latest breaking news, political campaigns, slandering, commercials forpoliticians running for office, debates, presidential addresses, cover-ups,conspiracies and information that can take down an entire administration. Thisshows that in all the different aspects of politics that the media plays a verywide, varied and important role in letting us know what is going on. The Candidate tries to unveil how a political campaign for office is run. It tells the story of how an upstart uses the media and available resources inits televised form to try and convey his message and his beliefs to the masspublic on whom he will rely upon to vote and hopefully elect him into office. As we see though, the people or elites who run the campaign, take what thecandidate says and dilute it, dissect it, take it out of context and rearrangehis words into what they think the public wants to hear. We see how elitistdecisions are made as to what we get to see, hear and digest on our own. How dothey know what we want to hear?(Maybe they would if they would go door todoor and take a legitimate poll on the issues and concerns that are the mostimportant to us today.) What we do get to see in this example though, is abehind the scenes look at the candidate and how he differs from his real selfpersonae when not in the public eye and how he is skeptical at a lot of the waysa political campaign is run. All the Presidents Men shares the same theme and ideas as The Candidatein that the main link between the people and the politicians/administration isthe media. This story is based upon how the undying determination of a team oftwo reporters for a major newspaper, The Washington Post go at all costs to getthe truth out in their investigation and uncovering of a major conspiracy in theadministration. The reporters fact finding was hindered quite a few times alongthe way to discover and disclose the truth to the public, but their willingnessand determination to do so brought out the facts and allegations that crippledthe White House. This example shows how the media does play a crucial role inbringing out the truths and realities of what really goes on behind the closeddoors of the politicians who run our country. .u5465c9432d150c73ee81062adf5f6076 , .u5465c9432d150c73ee81062adf5f6076 .postImageUrl , .u5465c9432d150c73ee81062adf5f6076 .centered-text-area { min-height: 80px; position: relative; } .u5465c9432d150c73ee81062adf5f6076 , .u5465c9432d150c73ee81062adf5f6076:hover , .u5465c9432d150c73ee81062adf5f6076:visited , .u5465c9432d150c73ee81062adf5f6076:active { border:0!important; } .u5465c9432d150c73ee81062adf5f6076 .clearfix:after { content: ""; display: table; clear: both; } .u5465c9432d150c73ee81062adf5f6076 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5465c9432d150c73ee81062adf5f6076:active , .u5465c9432d150c73ee81062adf5f6076:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5465c9432d150c73ee81062adf5f6076 .centered-text-area { width: 100%; position: relative ; } .u5465c9432d150c73ee81062adf5f6076 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5465c9432d150c73ee81062adf5f6076 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5465c9432d150c73ee81062adf5f6076 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5465c9432d150c73ee81062adf5f6076:hover .ctaButton { background-color: #34495E!important; } .u5465c9432d150c73ee81062adf5f6076 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5465c9432d150c73ee81062adf5f6076 .u5465c9432d150c73ee81062adf5f6076-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5465c9432d150c73ee81062adf5f6076:after { content: ""; display: block; clear: both; } READ: Computer Buying EssayThere are some things that separate these two movies in regard to therole of the media in politics. They differ in the angles at which theyapproach their respective story. For instance in The Candidate, television isthe main means of communication to the public for the fresh upstart and theincumbent running for the office of senator. Television can give almost exactlywhat the two candidates want. Short spots in which they convey their beliefs,ideas and towards the end, slander for one another. Television provides to usup to the minute, flashy, visual, auditory messages and it has proven to be agood way in which to get a certain point across in a specif ied amount of time,for a price. The political role of the media has expanded immensely by means ofthe television set, in what media theorist Marshal Mcluhan called our planetthe global village.1In All the Presidents Men the role that media plays takes a differentnote to reflect the hard hitting sword in the form of the printed word ofnewspapers. Newspapers are very powerful in the sense that they are print, andmost people still believe that what they read is true, instead of takingeverything at face value, gathering together several other sources ofinformation and then making the decision to agree or disagree. So withsubstantial evidence, newspapers can print stories and or allegations that bringabout many stirring revelations, as many citizens get their daily dose of newsby reading the lowdown that is delivered to them right at their front door everymorning. This points out that newspapers are still very much a major player inAmerican and political culture. Looking further into these films we can see that they make someassumptions about us as the mass public. The films themselves assume, thecharacters of the candidates running for office assume, the higher ups assumeand the media also makes these predictions of what the public wants to beexposed to. In a general sense a couple of these at first glance would appearto be that we as a public do not care about some things. As in All thePresidents Men, when the two reporters first started learning of some of thewrong things that were going on in Watergate and they wanted to report on it,their superiors at the newspaper argued that it wasnt news, nobody wants toread about that shit. Why do they predict these things, and what do they basetheir decisions on? Well, I believe that at first they just want to make surethey get the facts straight before diving in and printing some potentiallydamaging evidence, or one could also argue that they do not want to be the onesto diffuse the truth. I n The Candidate at the first banquet the new upstartattends, while giving a speech we can hear the reporter telling the cameraman,OK, shut it off, we got enough. The candidate had not even spoken two orthree complete sentences before being cut off. Maybe a lot of people wanted tohear what he had to say, maybe not. But the media made a curt decision rightthere on the spot to cut short what they would show in their respective newscast. This clearly shows that maybe they are not playing favorites for the incumbent,who got just about any bit of airtime he wanted, but that the media sticks bywhat they know or believe. Always just a little hesitant to jump right in withsomething fresh, until the freshness turns into something tried and true. I offer some more assumptions or predictions that the media tends toappear to have about the citizens who soak up what they give to us every day;First they seem to be under the impression that we (the public) do not care. Ingeneral I would assume that they might think that the majority of the populaceare dimwitted and muddleheaded about the politics that rule this nation. Thatwe are curious and want to know, but we take almost all things conveyed throughthe media as fact and reality, so they can spread just about whatever they wouldlike as the truth. .ucd6e1d137b6cda48bf144cb1ff4a5bfb , .ucd6e1d137b6cda48bf144cb1ff4a5bfb .postImageUrl , .ucd6e1d137b6cda48bf144cb1ff4a5bfb .centered-text-area { min-height: 80px; position: relative; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb , .ucd6e1d137b6cda48bf144cb1ff4a5bfb:hover , .ucd6e1d137b6cda48bf144cb1ff4a5bfb:visited , .ucd6e1d137b6cda48bf144cb1ff4a5bfb:active { border:0!important; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb .clearfix:after { content: ""; display: table; clear: both; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb:active , .ucd6e1d137b6cda48bf144cb1ff4a5bfb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb .centered-text-area { width: 100%; position: relative ; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb:hover .ctaButton { background-color: #34495E!important; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb .ucd6e1d137b6cda48bf144cb1ff4a5bfb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucd6e1d137b6cda48bf144cb1ff4a5bfb:after { content: ""; display: block; clear: both; } READ: Edmunds Corrugated Parts & Services EssayA good counterpoint to this though is that in this day and age, it isgetting more and more impossible to hide or conceal what is the truth as we arebecoming ever more connected in terms of the Internet. Someone can publish adocument in Yugoslavia about anything and seconds later make it available toanyone with access to a computer and the Internet. Then it could be relayed tothe media as a great top news headline, but the media as always will have thatfinal decision. These assumptions that the media makes in such an ever so lightly wayare very much consistent with what we know. These movies were filmed twentyyears ago, and yet we can still see that they shed some light on the media in away that we can compare them with the media as of today. Everyone is alwayslooking for the latest news, newspapers and TV newscasts are clearly biased inthe news that they report, and still, we do not always get told the truth. In closing, I offer the thought that the media should not be so criticalin what it reports to the population in the world of politics. If we are tocontinue to have the greatest country on the planet, we need to be informed ofall the facts that are readily available about our State Representatives,Senators and Presidents, so that we may make our own intelligent decisions onwho to vote for in our elections when putting these people into office. Itwould be a shame to have to impeach or require a politician or administration tostep down from their position due to some news about wrong doings by them afterthey have been elected to office, especially if the information was availablebut never reported before the election took place. This country was built onhonesty and integrity and hopefully it will continue to prosper with thesevalues, but as in the past deterioration is sometimes inevitable in the bigmoney world of American political system. Category: History

Romeo And Juliet By William Shakespeare (1564 - 1616) Essays

Romeo and Juliet by William Shakespeare (1564 - 1616) Romeo and Juliet by William Shakespeare (1564 - 1616) Type of Work: Romantic tragedy Setting Verona, Italy; Fifteenth century Principal Characters Romeo, son of the house of Montague Juliet, daughter of the Capulet household Benvolio, Romeo's cousin Mercutio, Romeo's friend Tybalt, Juliet's cousin Lady Montague, the clan's matriarch Lady Capulet, Juliet's mother Juliet's ribald nurse Friar Lawrence, a Franciscan Monk Story Overveiw For a very long time the Capulets and the Montagues had been feuding. Harsh words often led to violence between the two houses, who were sworn as deadly enemies. Prince Escalus of Verona happened upon one such bloody brawl and angrily pronounced, "If ever you disturb our streets again, your lives shall pay the forfeit of the peace." Shortly after this, Romeo and his cousin Benvolio met on the street, and Romeo sadly confessed his unrequited love for an aloof and indifferent young woman. "[Give] liberty unto thine eyes; Examine other beauties," was Benvolio's curative. But Romeo was unmoved: "Thou canst not teach me to forget." Meanwhile, as Lord Capulet arranged for the marriage of Juliet, his fourteen-year-old daughter, to Paris, a kinsman of the Prince, he advised Paris to woo the girl gently. That night Capulet was to give a party so Paris could meet Juliet. He called a servant to deliver the invitations. Now the servant could not read, so as he walked along he petitioned Romeo and Benvolio to read the guest list to him. In thanks, he told Romeo, "If you be not of the house of Montagues, I pray come and crush a cup a wine." Since Romeo's unreceptive Rosaline was named among the guests, Benvolio urged Romeo to go and find out for himself that Rosaline was a "crow." As Romeo and his friend Mercutio, both wearing masks, searched for Rosaline among the gathering, Romeo's eyes fell upon the exquisite Juliet - and Romeo remembered Rosaline no more: "O, she cloth teach the torches to burn bright! .... Did my heart love till now?" he chimed. However, fier y Tybalt, Capulet's nephew, overheard Romeo pourin 9 out his heart and reported to his uncle that a Montague had invaded their festivity. But Capulet was not alarmed and would have no bloodshed,besides Romeo seemed to be "a virtuous and wellgoverned youth." Romeo approached Juliet offering "my lips, two blushing pilgrims," to which Juliet replied, "Ay, pilgrim, lips that thou must use in prayer." But Romeo at last convinced her to press her lips to his - just before Juliet's Capulet mother called her away. Romeo was stunned by this revelation that the girl was a daughter of his father's enemy, but vowed that not even death would keep him from his true love. The party ended, leaving Romeo outside the Capulet house, gazing up in lovesick rapture at Julict's window. Just then, to his joy, Juliet leaned from her balcony. Romeo whispered: "But soft! What light through yonder window breaks? It is the East, and Juliet is the sun!" As he debated within himself whether to speak to her, she, thinking herself alone, began to pour out her heart: "O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and refuse thy name; or, if thou wilt not, be but sworn mv love, and I'll no longer be a Capulet." Unable to contain himself, Romeo stepped out of the shadows. Though ashamed at her overheard declaration, Juliet reconfirmed her passion, but warned him that if her family discovered him there, he would be killed. Romeo was not alarmed, "For stony limits cannot hold love out." As he swore of his love by the moon, and by his heart, Juliet begged him not to swear at all. Things were happening too fast; the world seemed suddenly brilliant and fragile "like the lightening which cloth cease to be." So, the fragile lovers exchanged vows and agreed to meet the next morning. On his way home, Romeo stopped by the monastery to visit Friar Lawrence. "Our Romeo hath not been in bed to-night," the Friar observed. "I have been feasting with mine enemy," replied the young man...... Plainly know my heart's dear love is set on the fair daughter of rich Capulet ... what thou must combine by holy marriage." The Friar teased Romeo for his fickle nature (only yesterday he had professed undying love for Rosaline), but agreed to perform the marriage, in the hope that"this alliance may so happy prove to turn your households' rancor to pure love." The following morning, Mercutio and Benvolio were worried ly searching for Romeo; Tybalt had sent out a challenge for him to fight. But when the pair finally met up