Japanese Americans internment :: essays research papers

Japanese Americans internment Just a moment before the final call for flight Belgrade-London-Los Angeles, my girlfriend gave me a wrapped gift and she asked me not to open it before I arrive to my final destination. I couldn’t wait so long and I opened it just after I arrived in London. It was the Easy English dictionary with dedication on the first page. She wished me the best with the quote: â€Å"All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor to deny to any person within its jurisdiction the equal protection of the laws.† (The Constitution, Amendment XVI, passed by Congress June 13, 1866. Ratified July 9, 1868). All my sadness disappeared after I red it. â€Å"This is the beginning of new life and one-in-life opportunity†, I thought. I was tired of wars and corruptions; I was tired of people who were afraid of everything: they were afraid of losing their jobs, they were afraid of crime, disease, and death; they were afraid of foreigners, and of people who are different from them. In the world of Europe’s ex-communist transition countries, my country is the strangest creature of all and it cannot escape its uniquely painful recent past. I was dreaming so long about life in wealthy country, where all nations live together with no ethnic incidents and with equal opportunities; and my dream came true. But, just a few days ago, I realized how the process of naturalization for some nations in the United States was difficult and painful. Even though their rights were guaranteed by the Constitution more than a hundred and thirty years ago, more than 120,000 Japanese-Americans were sent from the West Coast and Hawaii to 10 internment camps in the aftermath of Pearl Harbor. The only reason was that they were different. They had different color of skin and their language was different. Sixty years ago, these reasons were strong enough to cause a huge discrimination of Japanese Americans. White people didn’t want them in neighborhood. Almost every house in California own by white Americans had a huge notice that this is white country and it should stay exactly the same.

Continuing Academic Success Essay

While being responsible for our academic success, prioritizing work to achieve goals can be valuable to students without a success driven mindset. Responsibility and action along with ethics help set the path for proper results and set standards for academic achievement. As I explore this new endeavor in my life, I will outline my failures, successes and the lessons I have learned along the way. Failure is something I have to accept. I have failed a lot in the past, and I have allowed those failures to effect me in the present. As a young boy in grade school, I would always work hard to obtain good grades. After my first semester in high school, I assumed it was natural for me to get good grades, so I refrained from working hard. After a few months of not striving to my full potential, my academics began to suffer, and I failed a few classes. I was very disappointed in myself, and I then became afraid to try because of a failure mindset. I started to expect failure in my immediate li fe, especially in my academics. I started to believe I was not good enough to achieve. I would psychologically defeat myself before attempting to do well. Now, I have realized the values in failing by allowing my disappointment to be my motivation for success. Since then, I have learned the importance of setting goals. â€Å"How can you expect to hit a target without aiming first† (Robusto, 2009). Goal setting is important to me because I am a person who likes to take on too many responsibilities. I have a tendency to overload myself with work and at times get overwhelmed when I cannot complete all tasks in a timely manner. I became aware of the process I needed to work on in order to achieve my set goals. I started to write down all tasks I needed to complete and the dates of completion. I set time apart to evaluate my works and prepare to setup a  procedure on how to fulfill these functions that allow me to feel accomplished and not overwhelmed on projects with sensitive time constrictions. While continuing with my academic success, I have been setting new goals academically and for my career. My educational goal will be to complete one assignment a day and participate in two-class discussions per day. My career goal is to mentor one of my peers every six months in the area I have already mastered. In doing this, I will assist someone in their career goals as well as my own to ensure everyone develops and succeeds. As I read through my results for the Ethical Lens Inventory and realize, ethics is a set of principles of right conduct (Ethics 2011). My core ethical lenses are sensibility and equality. I listen to my intuition to determine the characteristic traits and attributes that best serve the community. I remain attentive to the particular needs of those in a similar situation as I carefully evaluate their outcome for my resolution. Further sharpening my critical thinking skills in learning from others mistakes and not committing the same mistake twice. My blind ethical lens leads me to believe that I rely heavily on the attributes of the role. At times, this can be risky because I forget that individuals are fallible, and I should rely solely on people to solve problems. In kn owing this about my moral background, I run the risk of believing that my role is more important than other individuals and will not be susceptible to constructive criticism. So I do not hinder my development; I should allow others to assess the role and assure that all roles are important. Even though thinking is a process, and intelligence is the product (Jensen 2005), we have to understand without thinking of the ending result, we can never consider the product. Critical thinking has an important role in learning and development because if properly executed it allows me to see the entire situation instead of the individual task. I plan to take the necessary actions to determine the task with open eyes and an unbiased approach. Remembering the facts about the situation can help in resolving the issue. Understanding by reiterating the problem can help me further comprehend. Applying then analyzing the tasks and or situations so I can prepare the steps to come to the evaluation. I can see if the resources are accurate and thorough. The last thing I should be able to do to assure my critical thinking skills are complete is a form of creating. I take all the information of this situation, and use it in my final resolution. These  steps are crucial in the ability to think clearly and not be clouded by biased information. Advancing in my critical thinking skills is as important as my writing skills. I have to take the appropriate steps in continuing to engage the readers throughout the writing process. Writing is crucial as a student and everyday life because it is a form of communication. I will utilize the necessary resources to assist me in applying the lessons being instructed for completion of each assignment in accordance with the University guidelines. Allowing myself to create an outline for the topic before the rough draft is setting the priority of how the papers thesis will be well planned for the entire topic. I can use many of the University’s resources such as the thesis generator to begin the subject of the assignment. Grammarly is a great resource to assure the proper format and grammar for the paper . The University has various resources such as live assistance in the Center for Writing Excellence. The benefit of using external resources is that one cannot rely only on their opinion alone but can get a different perspective of the situation. The University library is an excellent option for researching credible information to guarantee educational success. Although, some information in the library could be bias, we have to do the research on each source to review the comparisons and understand which source is indeed accurate. In conclusion, the information obtained and lessons learned in this course have given me a boost of confidence in my critical thinking, reading and writing skills. I feel comfortable in continuing my academic success with this knowledge. I feel as though I have accomplished great things in these past five weeks and will continue to move forward. The University has given me the desire to continue the achievements in my educational career by showing me the proper approach of getting the job done correctly. I now realize that a failure does not define a person. The failures can be used as a stepping-stone in the journey to greatness. References Ethic. (2011). In The American Heritage dictionary of the English language. Retrieved from http://search.credoreference.com.ezproxy.apollolibrary.com/content/entry/hmdictenglang/ethic/0 Jensen, Eric. â€Å"Critical Thinking Skills.† Teaching with the

Ele569 2011 Exam Paper

[pic] **** 2011**** ELE569MICROWAVE ELECTRONICSDuration: 2 hours 30 minutes YOU ARE NOT PERMITTED TO READ THE CONTENTS OF THIS QUESTION PAPER UNTIL INSTRUCTED TO DO SO BY AN INVIGILATOR. Answer FOUR Questions. The Smith Chart is Attached. calculators arE permitted in this examination. Please state on your answer book the name and type of machine used. Complete all rough workings in the answer book and cross through any work which is not to be assessed. mportant note: thE academic Regulations state that possession of unauthorised material at any time when a student is under examination conditions is an ASSESSMENT offence AND CAN LEAD TO EXPULSION FROM THE COLLEGE. Please CHECK NOW TO ENSURE YOU DO NOT HAVE ANY NOTES in your possession. IF YOU HAVE ANY THEN please RAISE YOUR hand AND GIVE them to AN invigilator IMMEDIATELY. EXAM PAPERS CANNOT BE REMOVED FROM THE EXAM ROOM Examiners: Prof. Y. Hao and Prof. C. G. Parini  © Queen Mary, University of London, 2010 Question 1Answer the fol lowing questions on the Smith Chart and its applications. (a) Starting from the definition of Reflection Coefficient, explain the construction of the Smith Chart. It is NOT necessary to derive the equations for the constant impedance and constant reactance circles. [8 marks] It is a polar plot of the complex reflection coefficient. It is also known as the 1-port scattering parameter s or s11, for reflections from a normalised complex load impedance z = r + jx; [4 marks] [2marks] [2marks] (b)Consider the transmission line circuit below (Figure 1).Use the Smith Chart to find SWR on the line, the return loss, the reflection coefficient at the load, the load admittance, the input impedance to the line, the distance to the first voltage minimum, the distance from the load to the first voltage maximum. [9 marks] 0. 8 Wavelength Z0 =50 ? ZL =70+j40 ? Zin Figure 1 [pic] 1mark for each answer except for last two (2 marks) (c)A load impedance of ZL = 100-j150 ? is to be matched to a 50 ? line using a single shunt-stub tuner. Find two solutions using short-circuited stubs. [8 marks] 2 marks each for the following four answers [pic]Question 2 (a) Consider an arbitary microwave transistor with scattering matrix [S], connected to source and load impedances as shown in Figure 2. [pic] Figure 2 Derive the following equations concerning (in and (out. [pic] [7 Marks] with reference to figure 1, the refelection coefficient seen looking forward the load is [pic] while the reflection coefficient seen looking toward the source is [pic] [1 Marks] in general, the input impedance of the terminated two-port network will be mismatched with a reflection coefficient given by (in, which can be defined by the following analysis.From S parameters definition, [pic] Eliminating V2-, and solving for [pic] [4 Marks] Similarly, (out can be obtained. [2 Marks] (b) In a transistor oscillator, a one-port negative-resistance is effectively created by terminating a potential unstable transistor with a n impedance designed to drive the device in an unstable region as shown in Figure 2. [pic] Figure 2 Assuming that S parameters of the transistor in a common-gate configuration are S11=(2. 18, -35(), S12=(2. 75, 96(), S21=(1. 26, 18(), S22=(0. 52, 155(). Design load and teminating networks using a combination of one-eighth nd a quarter wavelength impedance transformers for a microwave oscillator. Please note that the stability circle can be calculated using the following equations [pic] [18 Marks] †¢ S11 is quite big, which means that the common gate transistor configuration is unstable †¢ The centre and radius of the output stability circle in the (T plane are: CT=(1. 08, 33(), RT=0. 665 [4 Marks] †¢ Since |S11|=2. 18>1, then the stable region is inside the stability circle, this gives large amount of freedom to choose (T plane. †¢ (T is selected as (0. 59, -104().Then an impedance matching network is used to convert ZT into 50Ohm match load †¢ From (T , (in =(3. 96, -2. 4(). It is obtained from [pic] †¢ Zin can be found to be (-84-j1. 9)Ohm, and then ZL(()= -Rin(()-jXin(() †¢ A matching network is chosen to match ZL with 50Ohm load [10 Marks] Based on the following equations, an impedance matching network can be designed (T is selected as (0. 59, -104(), ? T can be found as †¢ Zin can be found to be (-84-j1. 9)Ohm, and then ZL(()= -Rin(()-jXin(()=84+j1. 9 Question 3 Answer the following questions about microwave amplifiers: a)Show that for a unilateral device, where S12=0, the ( -parameter test implies that | S11 | < 1 and |S22 | < 1 for unconditional stability. Where the ( -parameter test is formulated as [pic] [8 marks] [pic] [pic] (b) Use the ( -parameter test to determine which of the following devices are unconditionally stable, and of those, which has greatest stability. [6 Marks] |Device |S11 |S21 |S12 |S22 | |A |0. 80

Identify The General Facts Of The McLaren F1 Essays - Sports Cars

Identify The General Facts Of The McLaren F1 Essays - Sports Cars Identify the general facts of the McLaren F1 The McLaren F1 is capable of 0 to 60 mph in 3.2 seconds and a top speed in excess of 240 mph. This makes it the fastest production car in the world. During development work, McLaren driver Jonathan Palmer drove F1 prototype XP3 around Italy's 7.5 mile Nardo test track at 231 mph. But for the tight nature of the track, the car could have gone even faster. Early in 1998 this record was broken at Volkswagon's test track with a recorded speed of 241 mph. Powering the McLaren is a quad cam, 48-valve, 6.1-litre BMW V12 engine with variable valve timing. It produces a staggering 627 bhp. The F1's engine uses competition inspired dry sump lubrication. More complex than a conventional wet sump, it shaved vital inches from the oil pan, allowing the engine to be mounted lower. Everywhere you look on the McLaren, attempts have been made to reduce weight. Like the front and rear wishbones which are machined from solid aluminium alloy; or the wheels, constructed out of magnesium alloy. McLaren Cars built five F1 prototypes before assembling 001, the first car. There was XP1 (experimental prototype 1), destroyed in a fire after three months; XP2, used for crash testing; XP3, used for durability testing and the 231 mph Nardo run; XP4 responsible for gearbox validation work; and XP5, a marketing department car. One key design feature of the McLaren F1 is the positioning of the driver - in the middle, with two passenger seats aft of either side. That makes everything equi-distant from the wheel. The F1 uses sophisticated double wishbones at the front and rear to give superb handling characteristics, but an absorbent ride, too.

The Many Uses of Swipe

The Many Uses of Swipe The Many Uses of â€Å"Swipe† The Many Uses of â€Å"Swipe† By Maeve Maddox Ben writes: I have noticed the changing in usage of words. When I was growing up â€Å"to swipe a card† (credit cards were not around then) meant to steal it and now you see the term â€Å"swipe the customers card.† No one’s quite sure where this word swipe originated. It’s kin to sweep and swoop. All three words suggest a wide sweeping motion. They can be used as nouns or as verbs. A batter takes a swipe at the ball. (noun) A waiter swipes a table with a towel. (verb) A hawk swoops down on a chicken. (verb) Macduff, learning of the murder of his family, cries: All? What, All my pretty Chickens, and their Damme, At one fell swoope?† (noun) A housewife sweeps the steps. (verb) An opera diva sweeps onto the stage in a long gown. (verb) A card player makes a clean sweep of all the stakes. (noun) The compound noun sweepstakes, meaning â€Å"prize won in a race or contest† entered the language in 1773. An earlier form of the word, swepestake existed in Middle English with the meaning â€Å"one who sweeps or wins all the stakes in a game.† King Henry VII of England had a ship with that name. The verb sideswipe, â€Å"to strike with a glancing blow,† dates from 1917. Its most common use is in speaking of vehicles: His mother was sideswiped by a driver in a green pickup truck. Swipe with the meaning of â€Å"to steal† is a latecomer, dating from 1889. This meaning is said to have originated as theatrical slang used of actors stealing jokes or stage routines from one another. Like Ben, I would have thought, growing up, that â€Å"to swipe a card† meant to steal it. That sense of swipe is still current. Swipe meaning â€Å"to run a credit card† came into use in the 1990s. In practice there’s probably not much chance of confusing the two meanings because context will make the difference clear: I swiped my credit card. The clerk swiped my credit card. Somebody swiped my credit card. Another popular use of swipe in the expression â€Å"to take a swipe at† with the meaning â€Å"to criticize† or â€Å"to make a verbal attack on† or even, perhaps, as in the Google quotation below, â€Å"to threaten†: Lindsey Graham Takes Another Swipe At Glenn Beck Google Takes Another Swipe at Newspapers And Magazines With Fast Flip The Vampire Diaries takes a swipe at Stephenie Meyers Twilight The New Yorker takes a swipe at  everyone Clearly swipe is a word we like to use in a variety of contexts. My only suggestion is that I’d avoid using swipe as a synonym for â€Å"to steal† in a serious context. It’s acceptable enough when used in a non-larcenous context among friends: Who swiped the last donut? He was drinking, so I swiped his car keys. Used of real crimes of theft, it becomes a euphemism to soften a vicious act. For example, this headline about the two juveniles who stole weapons from a gun cabinet and went on to murder five people and wound ten others: School shooters swiped guns from unlocked rack and these: Criminals swipe cables to cash in on soaring value of scrap metal the victim left his building, which is near 75th Street, the night before only to return at 10 am to discover his vintage basketball cards, valued at $2,000, had been swiped. I see no reason to avoid the stronger and more precise word steal in such contexts. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a Sentence"Have" vs "Having" in Certain Expressions50 Synonyms for "Song"

Annotated Bibliography of Business Sources Essay

Annotated Bibliography of Business Sources - Essay Example Firstly, I grasped the meaning of key terms such as internal restructuring. Secondly, I also learned to show differences between company profits by using tables which can make it easier for readers to follow. Anver, Versi, ex al. "Africas Top 100 bank African Business Annual Rankings." African Business. Business Source Premier (2008): 2p. Oct2008 The article talks about banking in Africa and outlines information about the top 1000 banks found on the continent. Whilst the total assets of the 1000 banks are estimated to be $856 billion, it can be noted that about 84% of the banking assets are held by the top 30 banks. South Africa has 43% of the continent’s total bank assets. This article is also related to accounting where the author mainly relied on using numbers and statistics to illustrate the structure of banking in Africa. The author also talks about profits in the banking sector which is related to accounting. This article is very enlightening particularly when I am also writing something characterized by figures and statistics. The article is arranged in a nice format where ideas flow in a sequence which is easy to follow. It compares the operations of each bank as well as the profits. Steve, Forbes. "Two Biggest Things Still To Do." Forbes 182. Business Source Premier (2008): 1p. 13 Oct. 2008. This article is about fraud which is often found in many U.S. companies. It can be noted that the reason behind fraud is mainly caused by risky borrowing and lending. The crimes are often discovered by accident or following tip-offs.

Home work 1 Article Example | Topics and Well Written Essays - 250 words

Home work 1 - Article Example The contact method used was through online alternatives that could provide statistical data. The financial information and sales of both companies is available through investor information about the company. The research panel of Canalys was able to gather the information from this then find the statistical comparisons between the two companies to show how each is doing in the competitive arena. There were also other statistics gathered from the companies which had Smartphones but were not as competitive in the market. This allowed the same data to be collected with both companies and provided a specific set of answers to the overall competitiveness within the companies. The main data was then distributed to AFP to finish the study and to provide information to the general public. The information provided by the survey included several statistics related to both Smartphones. The comparison began with the fourth quarter results of 2010 with both Smartphones, which included sales of 32 .9 Androids and 31 million Symbians. The Google percentage of sales was also compared, which included 8.7% of sales in 2009 and 32.5% in 2010, compared to Nokia, which was 44% in 2009 to 30.6% in 2010.